Virtual Small Fry School Welcome to Virtual Small Fry School - The Fun Learning Show for Kids! At Virtual Small Fry School, join us from anywhere in the world to explore the amazing underwater world of Alaska! This educational and fun kids' show is perfect for pre-k learners (ages 3-5) who love sea animals and want to learn all about them!  In each 2-5 minute episode, your little one will join Allie, Aurelia, Auntie  Carol, and more of our friends at the Alaska SeaLife Center to meet  awesome sea creatures like sea urchins, sea stars, seals, octopuses, sea lions, and more. We’ll learn new big words and practice  counting while we play, move like animals, and discover how these underwater creatures live, eat, and find their homes.  Each month, we'll explore new themes:  1. Squishy, Prickly, & Sticky – Meet squishy, prickly, and sticky animals of the sea!  2. Animals Like You & Me – See how sea animals are just like us! 3. Hide & Seek – Learn how animals use camouflage to blend into their environment!  4. ABCs of the Sea – Get to know our puffins, sea lions, diving ducks, and salmon up close! 5. Homes – Discover how sea animals find safe places to live! With fun activities, games, and amazing facts, Virtual Small Fry School makes learning about sea animals easy and exciting for little ones. Kids will be inspired to care for the ocean and explore the wonders of Alaska’s sea life. By the end of each episode, your little one will be excited to explore the natural world and understand how we all play a part in keeping our environment healthy and happy!  In the description of each episode you’ll find a link to an overview of the week's topic, as well as suggested activities and crafts. Subscribe to the Alaska SeaLife KIDS YouTube page now for more underwater adventures every week!   Why Small Fry School is Perfect for Kids:  FREE, fun, short episodes (2-5 minutes) great for preschoolers • Learn about sea animals and the ocean Fun movement activities and games for kids to do along with the show Unique learning opportunities that can only be found in Alaska A great way to start conversations about caring for our  environment   Join our Small Fry School Facebook Group to connect with other pre-k families and continue learning with activities provided by our education team!   Email smallfry@alaskasealife.org with any questions you may have.         Episodes and Activities    February: Homes Don't forget to download this episode's activities!  Borrowed Homes Don't forget to download this episode's activities!  Neighborhoods Don't forget to download this episode's activities!  Seasons Don't forget to download this episode's activities!  Working Together Don't forget to download this episode's activities!    January: The ABCs of the Seas Don't forget to download this episode's activities!  “F” is for Flying, Floating, Feathered Puffins Don't forget to download this episode's activities!  “D” is for Dancing, Diving Ducks Don't forget to download this episode's activities!  “L” is for Leaping, Listening, Learning Sea Lions Don't forget to download this episode's activities!  “S” is for Silver, Swimming Salmon Don't forget to download this episode's activities!  December: Hide and Seek Don't forget to download this episode's activities!  Hide With a Wolf Eel Don't forget to download this episode's activities!  Dress Up With Decorator Crabs Don't forget to download this episode's activities!    Change Like An Octopus Don't forget to download this episode's activities!  Blend In Like a Ringed Seal Don't forget to download this episode's activities!    November: Animals Like You and Me Don't forget to download this episode's activities!  Meet One Special Seal: Asiqtuq Don't forget to download this episode's activities!  Meet a Wildlife Veterinarian: Fingers, Flippers, and Paws Don't forget to download this episode's activities!  Move Like Our Animals Friends Don't forget to download this episode's activities!  Learn How to Do the Seal Hop with the Qutecak NAtive Youth Olympics Team Don't forget to download this episode's activities!          October: Squishy, Prickly, and Sticky!  Squishy Sea Stars Don't forget to download this episode's activities!  Prickly Urchins & Squishy Anemones Don't forget to download this episode's activities!    Sticky Octopus Don't forget to download this episode's activities!  Squishy, Prickly, and Sticky Game!  Don't forget to download this episode's activities!        November  Check back at the start of the month       December Check back at the start of the month       January Check back at the start of the month       February Check back at the start of the month           Virtual Visits for All Ages Virtual Visits bring you an inside look at the animals and staff that contribute every day to the mission of the Alaska SeaLife Center. Whether you consider yourself an ASLC amateur or an "a-fish-ionado," there is always something to discover!  Weekly Virtual Visit episodes available now on the ASLC Facebook and Youtube pages!    Subscribe to our YouTube channel and watch new and previously aired episodes at any time: https://www.youtube.com/user/AKSeaLifeCenter   Virtual Visits are made possible from generous support from Royal Caribbean Group.            Both programs will be FREE on our YouTube channel. Subscribe today>>> www.youtube.com/user/AKSeaLifeCenter Teachers & Groups, please visit our Distance Learning page to find out about group programs.

      The CORaL Network Go to the CORaL Network Website The Community Organized Restoration and Learning (CORaL) Network strengthens existing resources across the Exxon Valdez Oil Spill-impacted region, ranging from Prince William Sound, Homer, and Kodiak Island. The CORaL Network empowers the region by fostering collaboration, sharing scientific, cultural, and Traditional Knowledge, and co-creating solutions that respond to community needs. Our efforts, funded by the Exxon Valdez Oil Spill Trustee Council (EVOSTC), ensure that science outreach remains relevant, culturally responsive, and co-created with the communities we serve. The CORaL Network aims to engage youth in community-based science, coordinate science outreach between organizations, and sustain capacity-building activities such as learning opportunities and internships. We also seek to deepen understanding of Alaska Native knowledge, foster cultural competency, and build collaborative community relationships. Through these initiatives, the CORaL Network supports ongoing regional restoration efforts while addressing the unique needs of impacted communities. The Alaska SeaLife Center (ASLC) is a proud partner of the CORaL Network alongside five other organizations that serve Southcentral Alaska: Alutiiq Museum Archaeological Repository (AMAR) in Kodiak, Chugach Regional Resources Commission (CRRC) in Seward, Prince William Sound Science Center (PWSSC) in Cordova, Alaska Sea Grant (ASG) in Valdez, and Center for Alaskan Coastal Studies (CACS) in Homer.     CORaL’s Programs and Initiatives: Community Coastal Experience: This annual program is an opportunity for adults ages 18 and up to explore career and internship pathways in marine science, archaeology, cultural history, and more. Over the span of four to five weeks, participants travel with program leaders to observe, learn, and practice new skills in Kachemak Bay, Seward, Cordova, and Kodiak. The program is spearheaded by CACS, but overall it is a colossal collaborative effort among partners, from program development, participant selection, and hosting in their respective locations. This level of collaboration also presents opportunities for co-learning between participants and host organizations. Collective Alaska Native Perspectives: Each year CRRC leads a Collective Alaska Native Perspectives series to build an understanding of Alaska Native true history, legal complexities, diverse cultural practices, and the way of life from the perspective of Alaska Native People. Participants are invited to explore opportunities to learn from other cultures and share experiences through panel participation with Alaska Native Elders and an all-Native Mentor panel.  Educational Programs: Many partners within the CORaL Network offer immersive educational opportunities that demonstrate the power of cross-sector collaboration between local schools, organizations, and scientists. Two examples of this include Ocean Science Week, led by CACS, and Ocean Sciences Festival, led by PWSSC. All CORaL partners participate in Ocean Science Week, collaborating in the process of program creation and presentation to create a diverse experience for students. These opportunities grow students’ awareness, expand their curiosity, and help them to begin building relationships with scientists and educators throughout the region. CORaL is also involved in the annual Seward Symposium and Stewards of the Bay monthly series led by ASLC, CRRC, and other local Seward agencies. AKSEA: The Alaska Knowledge, Science, and Education Alliance (AKSEA)aims to foster connections across the region and share knowledge from, and with, all our community members. It brings together traditional knowledge experts, researchers, graduate or recent graduate students, and school educators to co-create lessons focused on marine-related anchoring phenomenon in the Exxon Valdez Oil Spill region. Coastal Connections Camp: This camp-in-a-box program, facilitated by ASG as a CORaL community outreach activity, is a week-long summer program that includes outdoor exploration, hands-on science, art, team building, and personal resilience skills. ASG recruits members from the community hosting the camp, creating an opportunity for local involvement. CORaL partners also attend camp training, bringing the curriculum back to their own facilities. The camps are offered in collaboration with local entities. Historic Preservation: Spearheaded by AMAR, this set of resources promotes the value of archaeological sites and their preservation. When people know that ancestral sites and objects hold valuable information, they are more likely to respect sites and report findings to a local professional. Alutiiq/Sugpiaq Cultural Orientation: AMAR hosts a bi-monthly virtual, one-hour orientation to introduce the history and culture of the Alutiiq/Sugpiaq people who have lived in Kodiak for at least 7,500 years.   ASLC’s Key Contributions to the CORaL Network:   The Alaska SeaLife Center (ASLC) serves as the grant administrator and principal investigator for the CORaL Network, playing a key role in advancing the network’s goals. ASLC facilitates partner meetings, manages communications, oversees budgeting and reporting, and conducts evaluations to ensure the success of the initiative. In addition, ASLC integrates cultural competencies into exhibits and educational programming, fostering collaboration on both scientific and cultural outreach efforts. As a founding partner of Stewards of the Bay, ASLC helps organize the annual Seward Science Symposium and the monthly Community Connections Series, which highlight the intersection of research, science, and culture. These events promote community pride and environmental stewardship, with a strong emphasis on Indigenous-led research. The ASLC also leads the production of videos for a cross-network media portal and kiosk library, showcasing the diverse and impactful work of the CORaL Network. Additionally, in 2023, the ASLC launched COMPASS (Community Pathways for Student Science), a 6-year program to establish a regional partnership that connects schools with citizen science opportunities. This project builds upon Dr. Tuula Hollmen’s successful SeeBird Project, a community science education initiative started in Seward. COMPASS allows students to actively engage in the scientific process, explore their local environment, and contribute to research in the Gulf of Alaska, strengthening the partnership between scientists, educators, and communities.   (Caption: CORaL Network partners gather for a photo during a shared meal at the CORaL Annual Meeting in Cordova, 2024)   SUBSCRIBE TO OUR MONTHLY NEWSLETTER [Subscribe to email newsletter link]     Previous CORaL Network Newsletters: February 2025 January 2025 December 2024 November 2024 March 2024 December 2023 November 2023

  Recent Publications by ASLC Scientists:   Richard, J. T., Schultz, K., Goertz, C. E. C., Hobbs, R. C., Romano, T. A., and Sartini, B. L. (2022). Evaluating beluga (Delphinapterus leucas) blow samples as a potential diagnostic for immune function gene expression within the respiratory system Conservation Physiology, 10(1). doi:10.1093/conphys/coac045 Schmitt, T. L., Goertz, C. E. C., Hobbs, R. C., Osborn, S., DiRocco, S., Bissell, H., & Harris, W. S. (2022). Erythrocyte, Whole Blood, Plasma, and Blubber Fatty Acid Profiles in Oceanaria-Based versus Wild Alaskan Belugas (Delphinapterus leucas). Oceans, 3(4), 464-479. doi:10.3390/oceans3040031 Joblon, M. J., Flower, J. E., Thompson, L. A., Biddle, K. E., Burt, D. A., Zabka, T. S., Adkesson, M. J., Halaska, B., Goertz, C. E. C., Rouse, N., Cahoon, S. N., Jetzke, K., Giovanelli, R. P., and Tuttle, A. D. (2022). Investigation Of The Use Of Serum Biomarkers For The Detection Of CardiacDisease In Marine Mammals. Journal of Zoo and Wildlife Medicine, 53(2), 373-382 Pace, C. N., Webber, M. A., Boege Tobin, D. D., Pemberton, S., Belovarac, J., & Goertz, C. E. C. (2022). The Northernmost and Westernmost Records of the Guadalupe Fur Seal (Arctocephalus philippii townsendi). Aquatic Mammals, 48(6), 592-601. doi.org/10.1578/AM.48.6.2022.592 Thompson, L. A., Goertz, C. E. C., Quackenbush, L. T., Huntington, K. B., Suydam, R. S., Stimmelmayr, R., & Romano, T. A. (2022). Serological Detection of Marine Origin Brucella Exposure in Two Alaska Beluga Stocks. Animals, 12(15), 1932. doi.org/10.3390/ani12151932 Sills, J. M., and Reichmuth, C.,(2022) Vocal behavior in spotted seals (Phoca larcha) and implications for passive acoustic monitoring.  Fronteirs in Remote Sensing, 3:862435 Burek Huntington, K. A., Gill, V. A., Berrian, A. M., Goldstein, T., Tuomi, P., Byrne, B. A., Worman, K., and Mazet, J., (2021) Causes of Mortality of Northern Sea Otters (Enhydra lutris kenyoni) in Alaska from 2002 to 2012. Frontiers in Marine Science (8:630582). Coletti, H. A., Bowen, L., Ballachey, B. E., Wilson, T. L., Waters, S., Booz, M., Counihan, K. L., Hollmén, T. E., Pister, B. (2021) Gene Expression Profiles in Two Razor Clam Populations: Discerning Drivers of Population Status. Life, 11(12), 1288. https://doi.org/10.3390/life11121288. Hermann-Sorensen, H., Thometz, N., Woodie, K., Dennison-Gibby, S., & Reichmuth, C. (2021). In vivo measurements of lung volumes in ringed seals: insights from biomedical imaging. Journal of Experimental Biology, 224(2), jeb 235507. doi:10.1242/jeb.235507 Goertz, C. E. C., Woodie, K., Long, B., Hartman, L., Gaglione, E., Christen, D., Clauss, T., Flower, J. E., Tuttle, A. D., Richard, C., Romano, T. A., Schmitt, T. L., Otjen, E., Osborn, S., Aibel, S., Binder, T., Van Bonn, W., Castellote, M., Mooney, T. A., Dennison-Gibby, S., Burek Huntington, K. A., and Rowels, T. K. (2021) Stranded beluga (Delphinapterus leucas) calf response and care: reports of two cases with different outcomes: Polar Research, 40(S1). McGuire, T. L., Shelden, K. E. W., Himes Boor, G. K., Stephens, A. D., McClung, J. R., Garner, C., Goertz, C. E. C., Burek Huntington, K. A., O' Corry-Crowe, G., and Wright, B. (2021) Patterns of mortality in endangered Cook Inlet beluga whales: Insights from pairing a long-term photo-identification study with stranding records: Marine Mammal Science, v. 37, p. 492-511. Rosen, D. S., Thometz, N. M., and Reichmuth, C. (2021) Seasonal and Developmental Patterns of Energy Intake and Growth in Alaskan Ice Seals: Aquatic Mammals, v. 47, p. 559-573. Rouse, N. M., Counihan, K. L., Boege Tobin, D. D., Goertz, C. E. C., and Duddleston, K. N. (2021) Habitat associations between Streptococcus bovis/equinus complex and Streptococcus phocae, the causative agents of strep syndrome in sea otters, and the marine environment. Marine Ecology, 43, e12689. Rouse, N. M., Counihan, K. L., Goertz, C. E. C., and Duddleston, K. N. (2021) Competency of common northern sea otter (Enhydra lutris kenyoni) prey items to harbor Streptococcus lutetiensis and S. phocae: Diseases of Aquatic Organisms, v. 143, p. 69-78. Savage, K. N., Burek Huntington, K. A., Wright, S. K., Bryan, A., Sheffield, G., Webber, M., Stimmelmayr, R., Tuomi, P., Delaney, M. A., and Walker, W. (2021) Stejneger's beaked whale strandings in Alaska, 1995-2020, Marine Mammal Science, 37(3), 843-869. Spies, I., Orr, J. W., Stevenson, D. E., Goddard, P., Hoff, G., Guthridge, J., Hollowed, M., and Rooper, C. (2021) Skate egg nursery areas support genetic diversity of Alaska and Aleutian skates in the Bering Sea: Marine Ecology Progress Series, v. 669, p. 121-138. Spies, I., Orr, J. W., Stevenson, D. E., Goddard, P., Hoff, G. R., Guthridge, J., and Rooper, C. N. (2021) Genetic evidence from embryos suggests a new species of skate related to Bathyraja parmifera (Rajiformes: Arhynchobatidae) in the Bering Sea: Marine Ecology Progress Series, v. 670, p. 155-166. Suryan, R. M., Arimitsu, M. L., Coletti, H. A., Hopcroft, R. R., Lindeberg, M. R., Barbeaux, S. J., Batten, S. D., Burt, W. J., Bishop, M. A., Bodkin, J. L., Brenner, R., Campbell, R. W., Cushing, D. A., Danielson, S. L., Dorn, M. W., Drummond, B., Esler, D., Gelatt, T. S., Hanselman, D. H., Hatch, S. A., Haught, S., Holderied, K., Iken, K., Irons, D. B., Kettle, A. B., Kimmel, D. G., Konar, B., Kuletz, K. J., Laurel, B. J., Maniscalco, J. M., Matkin, C., McKinstry, C. A. E., Monson, D. H., Moran, J. R., Olsen, D., Palsson, W. A., Pegau, W. S., Piatt, J. F., Rogers, L. A., Rojeck, N. A., Schaefer, A., Spies, I. B., Straley, J. M., Strom, S. L., Sweeney, K. L., Szymkowiak, M., Weitzman, B. P., Yasumiishi, E. M., and Zador, S. G. (2021) Ecosystem response persists after a prolonged marine heatwave: Nature, Scientific Reports, v. 11. Tanedo, S., Hollmén, T. E., Maniscalco, J. M., and Ulman, S. E. G. (2021) Using Remote Video Technology to Study Environmental Factors Influencing Productivity of Black-Legged Kittiwakes Rissa Tridactyla: Marine Ornithology, v. 49, p. 293-299. Bishop, A., Brown, C., Sattler, R., & Horning, M. (2020). An Integrative Method for Characterizing Marine Habitat Features Associated with Predation: A Case Study on Juvenile Steller Sea Lions (Eumetopias jubatus). Frontiers in Marine Science, 7: 576716   Bowen, L., Counihan, K., Ballachey, B., Coletti, H., Hollmén, T., Pister, B., and Wilson, T. L. (2020). Monitoring nearshore ecosystem health using Pacific razor clams (Siliqua patula) as an indicator species. Peer J 8:e8761   Counihan, K. L., Tuomi, P.A., and Hollmen, T.E. (2020) Differential Progression of Lymphoma in Two Captive Steller’s Eiders (Polysticta stelleri).  Journal of Avian Medicine and Surgery, 34(3), 302-305, doi: 10.1647/1082-6742-34.3.302   Levin, M., Jasperse, L., Desforges, J-P., O’Hara, T., Rea, L., Castellini, J. M., Maniscalco, J. M., Fadely, B., and Keogh, M. (2020) Methyl mercury (MeHg) in vitro exposure alters mitogen-induced lymphocyte proliferation and cytokine expression in Steller sea lion (Eumetopias jubatus) pups. Science of the Total Environment 725: 138308.   Lian, M., Castellini, J. M., Kuhn, T., Rea, L., Bishop, L., Keogh, M., Kennedy, S. N., Fadely, B., van Wijngaarden, E., Maniscalco, J. M., O’Hara, T. (2020) Assessing oxidative stress in Steller sea lions (Eumetopias jubatus): Associations with mercury and selenium concentrations. Comparative Biochemistry and Physiology, Part C 235: 108786,   Maniscalco, J. M., Springer, A. M., Counihan, K. L., Hollmen, T., Aderman, H. M., and Toyukak, S., M. (2020). Contemporary diets of walruses in Bristol Bay, Alaska suggest temporal variability in benthic community structure. Peer J, (8), e8735.   McGuire, T.L., Shelden, K.E., Himes Boor, G.K.,  Stephens, A.D., McClung, J.R., Garner, C., Goertz, C.E.C., Burek-Huntington, K.A.,  O’Corry-Crowe, G., Wright, B., (2020) Patterns of mortality of endangered Cook Inlet beluga whales: Insights from pairing a long-term photo-identification study with stranding records. Marine Mammal Science. doi.org/10.1111/mms.12766    Mooney, T.A., Castellote, M., Jones, I., Rouse, N., Goertz, C.E.C. (2020). Audiogram of a Cook Inlet beluga whale (Delphinapterus leucas). The Journal of the Acoustical Society of America. http://asa.scitation.org/doi/10.1121/10.0002351   Safine, D.E., Lindberg, M.S., Martin, K.H., Talbot ,S.L., Swem, T.R., Pearce, J.M., Stellrecht, N.C., Sage, G.K., Riddle, A.E., Fales, K., and T.E. Hollmén. (2020). Use of genetic mark-recapture to estimate breeding site fidelity and philopatry in a threatened sea duck population, Alaska-breeding Steller’s eiders. Endangered Species Research 41:349-360.   Sattler, R., Bishop, A., and Polasek, L. (2020) Cortisol Levels for Pregnant and Non-Pregnant Steller Sea Lions (Eumetopias jubatus) in Human Care: Aquatic Mammals, 2 (46), p.146-151.   Tanedo, S.A., and T.E. Hollmen. (2020). Refining remote observation techniques to estimate productivity of Black-legged Kittiwakes (Rissa tridactyla) in Resurrection Bay in the Northern Gulf of Alaska. Marine Ornithology 48: 61-69.   Van Cise, A.M., Wade, P.R., Goertz, C.E.C., Burek- Huntington, K.A., Parsons, K.M., Clauss, T., Hobbs, R.C., and Apprill, A. (2020). Skin Microbiome of Beluga Whales: Spatial, Temporal, and Health-Related Dynamics. Animal Microbiome 2(39).   Walden, H. S., A. L. Bryan, et al. (2020). Helminth Fauna of Ice Seals in the Alaskan Bering and Chukchi Seas, 2006-15.  Journal of Wildlife Diseases 4(56): p. 863-872.   Allen, K.N., Vazquez-Medina, J.P., Lawler, J.M., Mellish, J.E., Horning, M., and Hindle, A.G. (2019) Muscular apoptosis but not oxidative stress increases with old age in a long-lived diver, the Weddell seal. Journal of Experimental Biology, 222(12) jeb200246   Andrews, R. D., Baird, R. W., Calambokidis, J., Goertz , C. E. C., Gulland, F. M. D., Heide-Jorgensen, M. P., Hooker, S. K., Johnson, M. P., Mate, B., Mitani, Y., Nowacek, D. P., Owen, K., Quakenbush, L. T., Raverty, S. A., Robbins, J., Schorr, G. S., Shpak, O. V., Townsend, F. I., Uhart, M., Wells, R. S., and Zerbini, A., (2019) Best Practice guidelines for cetacean tagging: Journal of Cetacean Research and Management,  20, p. 27-66.   Bishop, A.M., Dubel, A., Sattler, R., Brown, C.L., and Horning, M., (2019) Wanted dead or alive: Characterizing likelihood of juvenile Steller sea lion predation from diving and space use patterns. Endangered Species Research, 40, p. 357-367.   Brown, C., Horning, M., and Bishop, A. (2019) Improving emergence location estimates for Argos pop-up transmitters. Animal Biotelemetry, 7(4), p. 1-10.   Counihan, K. L., Bowen, L., Ballachey, B., Coletti, H., Hollmén, T.E., Pister, B., and Wilson, T.L. (2019) Physiological and gene transcription assays to assess responses of mussels to environmental changes. PeerJ, 7, e78000.   Goertz, C.E.C., Burek-Huntington, K.A., Royer, K., Quakenbush, L., Clauss, T., Hobbs, R., and Kellar, N., (2019) Comparing progesterone in blubber and serum to assess pregnancy in wild beluga whales (Delphinapterus leucas): Conservation Physiology, 7, p. coz071.   Goertz , C.E.C., Reichmuth, C., Thometz, N.M., Ziel, H., and Boveng, P.L. (2019) Comparative health assessments of Alaskan Ice seals. Frontiers in Veterinary Science, 6(4), p. 1-15. Horning, M., Andrews, R.A., Bishop, A.M., Boveng, P.L., Costa, D.P., Crocker, D.E., Haulena, M., Hindell, M., Hindle, A.G., Holser, R.R., Hooker, S.K., Huckstadt, L.A., Johnson, S., Lea, M.A., McDonalds, B.I., McMahon, C.R., Robinson, P.W., Sattler, R.L., Shuert, C.R., Steingass, S.M., Thompson, D., Tuomi, P.A., Williams, C.L., and Jamie N. Womble. (2019) Best practice recommendations for the use of external telemetry devices on pinnipeds.  Animal Biotelemtry, 7:20 Miller, M.W.C., Lovvorn, J. R., Matz, A.C., Taylor, R.J., Latty, C.J., Brooks, M.L., and Hollmén, T.E. (2019) Interspecific patterns of trace elements in sea ducks: Can surrogate species be used in contaminants monitoring? Ecological Indicators, 98, p. 830-839.   Shelden, K.E.W., Burns, J.J., McGuire, T., Burek Huntington, K.A., Vos, D.J., Goertz , C.E.C., O' Corry-Crowe, G., and Mahoney, B.A., (2019) Reproductive status of female beluga whales from the endangered Cook Inlet Population: Marine Mammal Science, p. 1-10.   Steingass, S., Horning, M., and Bishop, A. (2019) Space use of Pacific harbor seals (Phoca vitulina richardii) from two haulout locations along the Oregon coast. PLoS ONE, 14(7), e0219484. Christie, K.S., Hollmén, T.E., Huntington, H.P., and Lovvorn, J. (2018) Structured decision analysis informed by traditional ecological knowledge as a tool to strengthen subsistence systems in a changing Arctic. Ecology and Society,23(4):42 Sattler, R., Bishop, A., Woodie, K., and Polasek, L. (2018) Characterizing estrus by trans-abdominal ultrasounds, fecal estrone-3-glucuronide, and vaginal cytology in the Steller sea lion (Eumetopias jubatus). Theriogenology,120, p.25-32. Counihan, K.L. and Hollmén, T.E. (2018) Immune parameters in different age classes of captive male Steller's eiders (Polysticta stelleri). Developmental and Comparative Immunology, 86: p.41-46. Jacob, J.M., Subramaniam, K., Tu, S.L., Nielsen, O., Tuomi, P., Upton, C., and Waltzek, T.B. (2018) Complete genome sequence of a novel sea otterpox virus. Virus Genes, p.1-12. Mooney, T.A., Castellote, M., Jones, I.T., Quakenbush, L., Hobbs, R., Gaglione, E., & Goertz, C. (2018). Local acoustic habitat relative to hearing sensitivities in beluga whales (Delphinapterus leucas). Journal of Ecoacoustics, 2. doi.org/10.22261/JEA.QZD9Z5 Counihan, K.L. (2018) The physiological effects of oil, dispersant and dispersed oil on the bay mussell, Mytilus trossulus, in Arctic/Subarctic conditions.  Aquatic Toxicology, 199: p.220-231. Churchwell, R.T., Kendall, S., Brown, S.C., Blanchard, A.L., Hollmén, T.E., Powell, A.N. (2018) The first hop: use of Beaufort Sea deltas by hatch-year semipalmated sandpipers.  Estuaries and Coast, 41(1) 280-292. Mooney, T.A., Castellote, M., Quakenbush, L., Hobbs, R., Gaglione, E., & Goertz, C. (2018). Variation in hearing within a wild population of beluga whales (Delphinapterus leucas). Journal of Experimental Biology.  221(9), jeb171959.   Bishop A, Brown C, Rehberg M, Torres L, Horning M (2018) Juvenile Steller sea lion (Eumetopias jubatus) utilization distributions in the Gulf of Alaska. Movemement Ecology 6:6. Allen, K., Hindle, A., Vazquez-Medina, J.P., Lawler, J.M., Mellish, J.E. and M. Horning (2018) Age and muscle specific oxidative stress management strategies in a long-lived diver, the Weddell seal. The FASEB Journal 2018 32:1_supplement, 861.5-861.5  Hocking, D.P., Marx, F.G., Sattler, R., Harris, R.N., Pollack, T.I., Sorrel, K.J., Fitzgerald, E.M.G., McCurry, M.R., and Evans, A.R. (2018) Clawed forelimbs allow northern seals to eat like their ancient ancestors, Royal Society Open Science, 5:172393. Latty, C.J., Hollmén, T.E., Petersen, M.R., Powell, A.N. and R.D. Andrews (2018) Erratum: Biochimical and clinical responses of Common Eiders to implanted satellite transmitters. The Condor, 120(1) 185-187. Maniscalco, J.M., and Parker, P. (2018) Maternal and offspring effects on the timing of parturition in western Steller sea lions (Eumetopias jubatus).  Canadian Journal of Zoology, 96(4), p. 333-339. Miller, C.N., L. Polasek, A.M.C. Oliveria, and J. Maniscalco. (2017).  Milk fatty acid composition of perinatal and foraging Steller sea lions: examination from pup stomachs. Canadian Journal of Zoology doi:10.1139/cjz-2016-0015. Sattler, R., and Polasek, L. (2017)  Serum estradiol and progesterone profiles during estrus, pseudopregnancy and active gestation in Steller sea lions. Journal of Zoo Biology 2017:1-9, https://doi.org/10.1002/zoo.21381 Burgess, T.L., Kreuder Johnson, C., Burdin, A., Gill, V.A., Doroff, A.M., Tuomi, P., Smith, W.A., and Goldstein, T. (2017) Brucella Infection in Asian Sea Otters (Enhydra lutris lutris) on Bering Island, Russia. Journal of Wildlife Diseases.  epub, DOI 10.7589/2016-09-220 Morey, J.S., Burek Huntington, K.A., Campbell, M., Clauss, T.M., Goertz, C.E., Hobbs, R.C., Lunardi, D., Moors, A.J., Neely, M.G., Schwacke, L.H., Van Dolah, F.M. (2017) De novo transcriptome assembly and RNA-Seq expression analysis in blood from         beluga whales of Bristol Bay, AK, Marine Genomics, epub, DOI 10.1016/j.margen.2017.08.001 Richard, J.T., Schultz, K., Goertz, C.E.C., Hobbs, R., Romano, T., and Sartini, L. (2017) Assessing the Quantity and Downstream Performance of DNA Isolated from Beluga (Delphinapterus leucas) Blow Samples. Aquatic Mammals,43(4), p. 398-408. Horning M, Haulena M, Tuomi PA, Mellish JE, Goertz CE, Woodie K, Berngartt RK, Johnson S, Shuert CR, Walker KA, Skinner JP, Boveng PL. (2017) Best practice recommendations for the use of fully implanted telemetry devices in pinnipeds. Animal Biotelemetry (2017)5:13. Horning M, Haulena M, Rosenberg JF, Nordstrom C. Intraperitoneal implantation of life-long telemetry transmitters in three rehabilitated harbor seal pups. BMC Veterinary Research (2017)13:139. Steingass S, Horning M. (2017) Individual-based energetic model suggests bottom up mechanisms for the impact of coastal hypoxia on Pacific harbor seal (Phoca vitulina richardii) foraging behavior. Journal of Theoretical Biology 416:190-198. Andrews, R.D. and Enstipp, M.R. (2016) Diving physiology of seabirds and marine mammals: Relevance, challenges and some solutions for field studies. Comparative Biochemistry and Physiology, Part A: Molecular and Integrative Physiology, 202, 38-52. Belonovich, O.A., Fomin, S.V., Burkanov, V.N., Andrews, R.D., and Davis, R.W. (2016) Foraging behavior of lactating northern fur seals (Callorhinus ursinus) in the Commander Islands, Russia. Polar Biology 39:357–363 Beltran, R., Peterson, S. McHuron, E., Reichmuth, C., Huckstadt, L., Costa, D. (2016) Seals and sea lions are what they eat, plus what? Determination of trophic discrimination factors for seven pinniped species. Rapid Communications in Mass Spectrometry. 30(9), 1115-1122 Cornick, L.A., Quakenbush, L.T., Norman, S.A.,  Pasi, C., Maslyk, P., Burek, K.A., Goertz, C.E.C., and Hobbs, R.C. (2016) Seasonal and developmental differences in blubber stores of beluga whales in Bristol Bay, Alaska using high-resolution ultrasound.  Journal of Mammology, 1-11                 Cortez, M., Goertz, C.E.C., Gill, V.A., and Davis, R.W. (2016) Development of an altricial mammal at sea:  II. Endery budgets of female sea otters and their pups in Simpson Bay, Alaska.  Journal of Experimental Marine Biology and Ecology, 481, 81-91 Goertz, C.E.C., Polasek, L., Burek, K., Suydam,  R., and Sformo, T., (2016)  Demography and pathology of a Pacific walrus (Odobenus rosmarus divergens) mass-mortality event at Icy Cape, Alaska, September, 2009. Polar Biology, DOI 10.1007/s00300-016-2023-x Hay,G.C. …Horning, M., et al (2016) Key Questions in Marine Megafauna Movement Ecology. Trends in Ecology and Evolution online. Evolution 31(6): 463-475.  Latty, C.J. ,  Hollmén, T.E., Petersen, M.R., Powell, A.N., and Andrews, R.D.  (2016) Biochemical and clinical responses of Common Eiders to implanted satellite transmitters. Condor 118:489-501. Fregosi A, Klinck H, Horning M, Costa DP, Mann D, Sexton K, Hückstädt LA, Mellinger DK, Southall BL (2016) An animal-borne active acoustic tag for minimally invasive behavioral response studies on marine mammals. Animal Biotelemetry 4:1. Nichols, J.D., Hollmén, T.E., and Grand, J.B. (2016) Monitoring for the Management of Disease Risk in Animal Translocation Programmes. Eco Health 1-11. McHuron, E.A., Walcott, S.M., Zeligs, J., Skrovan, S., Costa, D.P., and Reichmuth, C. (2016) Whisker growth dynamics in two North Pacific pinnipeds: implications for determining foraging ecology from stable isotope analysis. Marine Ecology Progress Series,554: 213-224. Mooney, T.A.Castellote, M., Quackenbush, L., Hobbs, R., Goertz, C.E.C., and Gaglione, E. (2016) Measuring Hearing in Wild Beluga Whales. The Effects of Noise on Aquatic Life II.  A.N. Popper, A. Hawkins (eds). Springer Science+Business Media, LLC, New York Owen, K., Jenner, C.S., Jenner, M.N.M., and Andrews, R.D. (2016) A week in the life of a pygmy blue whale: migratory dive depth overlaps with large vessel drafts. Animal Biotelemetry 4:17. Polasek, L., Frost, C., David, J.H.M, Meyer, M.A., and Davis R.(2016)  Myoglobin distribution in the locomotory muscles of Cape fur seals (Arctocephalus pusillus pusillus). Aquatic Mammals 42(4), 421-427.  

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Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()   While talking with Yosty, Sonia mentioned a lot of important processes that happen in the Gulf over the course of the year and described what was different during these strange years. During periods of warmer than average water offshore, species of phytoplankton that were indicators of lower nutrient conditions in the Gulf began to make up a large part of plankton blooms in the Gulf of Alaska. Some incidences of species of phytoplankton that can produce harmful toxins were reported in Alaska during those periods. If toxic phytoplankton were consumed by zooplankton, this could impact the higher levels of the food chain of the Gulf of Alaska. Sonia also pointed out that she expected the abnormally warm water that began at the end of 2013 to have an impact on the plankton, and did it ever! Picking up these clues, Yosty digs even deeper into the oceanic conditions in the Gulf when water temperatures were higher than average by talking to Seth Danielson, an Oceanographer with Gulf Watch Alaska. Watch the video below to hear about the ocean conditions Seth has observed in the Gulf of Alaska. VIDEO: Seth Danielson and Ocean Conditions Seth Danielson describes his observations of recent ocean conditions in the Gulf of Alaska. (4:28) Video Transcript Narrator: Okay, so clearly something was really different during these years and it affected the whole system. The clues led Yosty to talk to Seth Danielson, a Gulf Watch oceanographer with the University of Alaska Fairbanks. Yosty: Hey Seth, so what do you mean when you use the term “oceanic conditions”? Seth: As oceanographers, we can measure the temperature and the salinity of the water column, and from temperature and salinity we can compute the water density. Just like warm air rises, the ocean is layered with colder, more dense water sitting below warmer and fresher waters near the surface. Yosty: Was there anything unusual about the oceanic conditions in 2015? Seth: 2015 was one of a number of years in a row where the ocean conditions in the northern Gulf of Alaska were particularly warm. We’ve been measuring temperature and salinity at the mouth of Resurrection Bay since 1970, and over the past 45 years we’re finding the warmest temperatures that we’ve ever seen. In the winter of 2013-2014, some scientists from Canada noticed that we had extremely strong temperature anomalies in the North Pacific. These were anomalies that were three to four standard deviations away from average, which is an anomaly that would happen once every couple thousand years if it was just a random event. So we assume that this is not just a random event, it’s been forced by something in the atmosphere. And through analysis of the sea surface data and our understanding of the weather patterns, we see that the North Pacific Ocean was able to retain a lot of heat in the last few winters, and that led to the creation of this “blob”. The blob is a feature that was created, in large part, by a lack of cooling during the winter months. Yosty: Anomalies? Deviations? Blob? Wait, did he say “blob”? Seth: An anomaly is a deviation from what we consider to be normal conditions. Cool anomalies are when the water is not as warm as we expect it to be. We had a prolonged period of cool anomalies in the early 1970s and another period of cool anomalies in the first decade of the 2000s. Interspersed between this long-term trend of warming over the Gulf of Alaska, we have periods of warm anomalies and cool anomalies. Often the warm anomalies are associated with events such as El Niño. That happened in 2015 for example: there was a large El Niño event. Yosty: How could this anomaly of warmer water – this “blob” – cause problems for animals living in the Gulf of Alaska? Seth: The temperature and the salinity both help regulate the “communication” of subsurface waters to the near-surface waters, and it’s the availability of nutrients and light up near the surface that make those waters productive for phytoplankton growth. By increasing our stratification – for example during years where it’s warmer than normal near the surface layers – you can cut down the communication between the subsurface waters and the near-surface waters, and that reduces the nutrient supply to the surface layers. So an increase of stratification would tend to reduce the amount of nutrients available for phytoplankton growth, and over the course of the last three years – 2014, 2015 and 2016 – we’ve seen stronger than average stratification across the Gulf of Alaska shelf. Below are two visuals of what Seth, and the other Gulf Watch Alaska Scientists, observed happening to the ocean conditions and organisms in the Gulf of Alaska. The first of two animations depicts what a normal calendar year looks like in the Gulf, while the second portrays how the Gulf was impacted by "The Blob". VIDEO: Normal Ocean Conditions Animation of oceanographic conditions in "normal" years. (4:47) Video Transcript As Yosty learned from Seth, the processes going on in the Gulf of Alaska can be quite complex. In the Gulf of Alaska during a normal cooling season from October to March, the water column is separated into an upper and lower section with a thermocline diving the two layers. Let’s pop over to the laboratories in the Alaska SeaLife Center to discover what a thermocline is. Hi everyone, and welcome to the laboratories here at the Alaska SeaLife Center. I’ve set up a quick demonstration to show you visually what a thermocline is. Bodies of water – like oceans or lakes – are broken up into layers, and these layers are determined by two different things: temperature and salinity. Variations in the temperature and salinity create variations in the density of water, and density is what determines whether some water will sink below or rise above other layers of water. Now warm water is generally less dense than cold water, which means that warm water will actually sit above cold water. And the area where the warm water and cold water meet – that’s called the thermocline. So the thermocline is just that layer between the two different densities of water. Have any of you ever jumped into a lake? If you have, when you were diving down deep – just a little bit below the surface – did you feel a large change in the temperature of the water? If so, then you’ve felt a thermocline! Over here, I have created a little demo to show us what that looks like. On one half of this container I have cool, blue water; and on the other half I have warm, red water. Now let’s watch what happens when I remove the divider and the two waters combine. As you can see here, the two layers of water are going to start to separate. And once they are separated this will be called “stratified” water. At the top we will have the warmer, less dense water; and at the bottom we will have the colder, denser water. And that purple layer that will form right in between? That will be the thermocline. So our thermocline is just the area of rapid transition between the two different layers. Now in bodies of water, the thermocline isn’t the only cline that exists. And that’s because there are many more factors that go into determining the density of water. For instance, in the ocean, salinity – or the salt content – actually plays a much larger role in determining density than does the temperature. Now these variations in density within the ocean actually drive a global pattern of ocean water mixing. And this global pattern of ocean mixing played a vital role in the cause and effect of the “blob”. So now back to our animation to learn just exactly what is happening in the Gulf of Alaska. As we begin the fall season, storms build, bringing with them a strong easterly wind, which causes a mixing effect in the water. As we take a closer look into the upper layer, we can see that important nutrients like nitrogen and phosphorus are delivered from the lower layer due to this strong mixing effect. Now we see a normal warming season. After the winter, the upper water layer is now rich with nitrogen and phosphorus. Combined with the increased amount of daylight, these increased nutrient levels create a phytoplankton bloom that depletes the surface nutrients by late spring. This abundance pf phytoplankton is met by an abundance pf zooplankton. Zooplankton feed upon the phytoplankton and recycle some of the nutrients back into the ocean. The abundance of phytoplankton and zooplankton allow for other animals in the Gulf to thrive. As zooplankton abundance increases, so does the abundance of fish in the Gulf that eat the zooplankton. Predators like common murres, marine mammals, and humans are then drawn into the Gulf to catch the abundant fish. As you can see, the nutrients that allow the phytoplankton to bloom are important for the health of the entire ecosystem. The unusual warming event in the ocean first detected at the end of 2014 was very different from the seasonal weather pattern of cooling and warming considered normal for the Gulf of Alaska. Watch the next set of animations below to observe the normal pattern of seasonal changes in the ecosystem that scientists have observed and what was different about the “blob” pattern and the effects it may have had on the Gulf of Alaska. VIDEO: Anomaly "Blob" Conditions Animation of oceanographic conditions in "Blob" years. (2:10) Video Transcript In the Gulf of Alaska, during a winter season with less-than-normal cooling, the upper water layer stays warmer than average leading to stronger separation between the upper and lower layers. During this period, there is a ridge of high pressure in the atmosphere that reduces the amount of winds in the winter leading to a weaker mixing effect between the lower and upper layers. Additionally, with less cooling there is glacial melt and river input into the Gulf year-round. This means that the upper water layer receives a lot of fresh water that is less dense than the salt water. Mixing between the upper and lower water layers weakens and the thermocline stratification of the water column strengthens, reducing the transport of nutrients from the lower to upper water layer. The lack of nutrient mixing over the winter leads to a nutrient-starved upper water layer in the spring. The lack of nutrients in the upper layer greatly reduces the bloom of phytoplankton. In 2014, 2015 and 2016 much of the phytoplankton left was a smaller, thinner variety that may have been less nutritious for the animal zooplankton that fed on them. This lack of nutrition would have worked its way up the food chain, with less nutritious plankton leading to malnourished and less nutritious forage fish – typically a large food source for marine birds like the common murre. A lack of these forage fish may explain the empty stomachs found by researchers examining the dead murres and why some murres were found inland. They may have been hopelessly looking for the food they weren’t finding in the ocean. The impacts of this unusually warm "blob" of water were not limited to the Gulf of Alaska. The blob was first seen along the coasts of California and Oregon, and the entire Northeast Pacific has been subject to its impacts. The Gulf Watch Alaska team has been able to piece together the mystery of these unusual events using the power of systems thinking. The lingering oil studies occur in western Prince William Sound, which is where the oil from the Exxon Valdez oil spill landed, and actually there’s still some oil out there today – small pockets of oil that’s buried in sediments on beaches, throughout western Prince William Sound. So that’s where the lingering oil issues are still important to track. From the USGS perspective, we’re looking at effects of that lingering oil on wildlife. So considering effects of exposure to that lingering oil, and also to understand what that might mean to individuals and populations of the wildlife that live out there. The main species that we’re thinking about in terms of lingering oil are harlequin ducks and sea otters, and that’s because there’s a long history of understanding that lingering oil’s been an important constraint on population recovery of those two species, and so we’ve spent a lot of time trying to understand the timeline and the mechanisms by which those species are recovering from the oil spill. We’ve measured exposure in a number of different ways. For example, with harlequin ducks we’ve used an enzyme called cytochrome P450 1A. It’s a long word basically for an enzyme that gets induced when any vertebrate’s exposed to hydrocarbons. So if you and I were exposed to oil, we would have an induction of that enzyme that would be measurable and then could tell us whether one has been exposed to that. The enzyme itself is part of a cascade of physiological processes that any vertebrate goes through once they’ve been exposed to oil. And it could be indicative of physiological harm, or it could be indicative of just exposure without physiological harm. So we’re not inferring harm from induction of the enzyme, what we’re inferring is that they’re still exposed to oil with the potential for harm.         Who is watching the Blob?   Abundance (n): the number of individuals per population or per species   Anomaly (n): deviation from normal conditions   Density (n): measure of mass per unit of volume   Downwelling/Upwelling (n): the downward (or upward) movement of fluid, especially in the sea   El Niño (n): large climate disturbances in the tropical Pacific Ocean that occur every 3-7 years and affect ocean water temperature patterns   Inorganic (adj): not made of living matter   Near-surface (n): layer of water that lies just beneath the surface   Salinity (n): the saltiness of a body of water, usually measured in parts per thousand (ppt) by weight   Standard deviation (n): a measure of how different a set of numbers are   Stratification (n): when water masses with different properties form layers that act as barriers to water mixing   Sub-surface (n): layer of water below the surface   Thermocline (n): transition layer or boundary between two water layers of different temperatures  

  In-Person Small Fry School    Welcome to Small Fry School 2025 - 2026 The 2025 - 2026 Small Fry School sessions will be held weekly on Thursdays at 11:00 a.m. starting in October.    Small Fry School is a FREE educational program at the Alaska SeaLife Center, specially designed for preschool-aged children! At Small Fry School, we invite you and your pre-K learner(s) to join us in person at the Alaska SeaLife Center for a fun and exciting adventure under the sea, where curious little explorers get to meet all kinds of amazing animals that live in our backyard. Each week, we’ll dive into the world of sea stars, sea urchins, puffins, seals, sea lions, and more— learning about their homes, behaviors, what makes them so special,  and how they aren’t so different from you and me.  Designed especially for preschoolers, Small Fry School is a FREE  educational program that combines engaging videos, hands-on activities, and interactive learning to help kids connect with their environment and its animals. From hopping like a seal to touching a sticky octopus, each episode is packed with fun, laughter, and lots of new discoveries!  At Small Fry School, your little one will be excited to explore the natural  world and understand how we all play a part in keeping our environment  healthy and happy.  So come on–gather your Small Frys and we’ll see you soon!  Join our Small Fry School Facebook Group to access Pre-K activities from our education  team and connect with other families!   Stay updated with weekly schedules, curriculum, games, and more. For additional information  email: smallfry@alaskasealife.org or call: 907-224-6306  *Participants must be accompanied by a parent or guardian.      Exploring the Coastline  October 2, 9, 16, 23 & 30* Discover what it’s like to live near the ocean! We’ll explore tidepools, meet the animals of the intertidal zone, and learn about the birds that live along the coastline. Hands-on activities and playful exploration will bring the shoreline to life!                                                                                                                                                        *Thursday, Oct. 30 - Kids are encouraged to come in costume    Amazing Alaska Animals  November 6, 13, & 20  Let’s meet some of Alaska’s coolest creatures! From clever octopuses to playful sea otters and even mysterious ice seals, we’ll discover the amazing tricks they use to live in their wild homes.                                              *Thursday, Nov. 27 - NO Small Fry School  Life in the Dark  December 4, 11 & 18  Dive into the deep sea to explore creatures who thrive without sunlight. Kids will discover ocean zones and animals with amazing adaptations—like glowing in the dark!                                                                          *Thursday, Dec. 25 - NO Small Fry School  Sunlight and Sea  January 8, 15, 22 & 29  Learn how light helps the ocean come alive! Kids will explore kelp forests, seagrass beds, and plankton, discovering how these ocean plants and tiny creatures use light to grow and thrive.                                        *Thursday, Jan. 1 - NO Small Fry School    Caring for Our Ocean  February 5, 12, 19 & 26 Let’s dive into how people and the ocean are connected! From scuba diving and fishing to learning how Alaska Native peoples care for the sea, kids will discover fun ways we can all help protect our ocean home. 

Check here to learn more about the round-the-clock care provided to Tyonek while at the Alaska SeaLife Center.                     3/9/2018 It has been a long journey for Tyonek and we were happy to be a part of this young calf’s story. Tyonek is the first Cook Inlet beluga calf to ever be successfully rehabilitated. Learn more about how the Alaska SeaLife Center team worked to rehabilitate Tyonek here. 3/9/2018 Learn more about Tyonek’s transition to his new home at SeaWorld San Antonio here. 2/27/2018 One of Tyonek's favorite enrichment activities is playing with bubbles. Check out this video! 2/21/2018 Check out this KTUU Channel 2 News story on Tyonek! 2/10/2018 Tyonek is the first Cook Inlet beluga calf to ever be successfully rehabilitated. He was found stranded, high and dry on the beach in very poor condition. Six institutions from all across North America united to care for this little cetacean. He has recovered against the odds thanks to our staff here at ASLC and dedicated partners at Shedd Aquarium, Mystic Aquarium, Georgia Aquarium, SeaWorld, and Vancouver Aquarium. When Tyonek first arrived at the Center, September 30th he was 64 kilos and 162 cm long. Today he is 116 kilos and 180 cm long. We are ecstatic that Tyonek continues to grow and gain strength when just over four months ago he was found stranded, malnourished, and dehydrated on a beach. Amazing the things we can do when we work together.     2/8/2018 Once NOAA Fisheries determined Tyonek was non-releasable and could not survive in the wild, the agency followed its formal procedure to place him at a permanent care facility in the United States. Based on a thorough review of the applications, NOAA Fisheries selected SeaWorld San Antonio as the location best suited for Tyonek to thrive because they have both adult females and young male calves that will be important for Tyonek’s social development. Read more about NOAA’s decision here. 1/19/2018 We, at ASLC, along with our supporters and partners, have been awaiting NOAA's decision about Tyonek's future. Since he is the first stranded Cook Inlet beluga calf to ever be successfully rehabilitated, it was a long process to determine what would be best for this young calf. NOAA Fisheries has announced Tyonek is not a candidate for release due to his young age upon arrival, health conditions, and other factors. Read more about NOAA's decision and the next steps for Tyonek here. 1/7/2018 As part of our environmental enrichment we play Cook Inlet beluga whale sounds for Tyonek twice a day in five minute intervals. Our animal caretakers notice that he is very curious about the sounds and even mimics the calls. This type of enrichment helps us assess how his vocalizations are progressing as well as his hearing. Watch this video to hear Tyonek's calls.  We receive Cook Inlet beluga whale sounds from a National Oceanic and Atmospheric Administration (NOAA) based study. Learn more about the study here.  12/22/2017 The Alaska SeaLife Center is excited to introduce Beluga Chats! What does it take to care for a baby beluga? Don't miss this opportunity to chat with Alaska SeaLife Center husbandry or vet staff caring for Tyonek, the three-month-old beluga whale. Chats will be at 12:15 PM on December 26th, 28th, 29th, and 30th. For a limited time only. Participation is free with paid admission. 12/18/2017 Similar to newborns in hospitals across the country, Tyonek had his hearing tested. Preliminary results do not indicate any significant problems and he appears to have hearing ability similar to belugas tested in Bristol Bay. 12/7/2017 Click here to watch a Q&A session and bottle feed with Tyonek, the rescued Cook Inlet beluga calf. 11/21/2017 While Tyonek's energy levels are on a positive trend, we still monitor him very closely as stranding is a traumatic experience that can cause unseen internal damage. Our team uses imaging (ultrasound, radiographs, and CT scans) to regularly monitor Tyonek's condition. For instance, we are able to track increase in blubber as he puts on weight as well as changes in his internal organs. 11/19/2017 "When it comes to helping a terribly rare Cook Inlet beluga, every day is a victory.” Check out this Washington Post article to learn a bit more about Tyonek and hear from his caretakers here.  11/17/2017 We have been getting some wonderful support from our Facebook community regarding ASLC's efforts with Tyonek and we thank you! Our Wildlife Response efforts are made possible by visitors, members, donors, and the community.  "We support your incredible efforts to save this calf! Kudos to your dedicated and hard working team. This is a round the clock effort. Incredibly proud of the work you are doing! Keep it up crew!" - Nancy C.  To support Tyonek and our other Wildlife Response patients, donate here. 11/15/2017 Tyonek is now in our outdoor pool. Only after slowly acclimating the beluga to colder water temperatures in our I.Sea.U unit, was our team able to transition him outside. He is handling the climate change well. 11/12/2017 Tyonek is now exclusively on bottles! Initially, he was not strong enough to take in the necessary daily calories through just a bottle so we had to supplement his diet with tube feedings. Thanks to the efforts of our staff and partners, this little calf has recovered enough to successfully participate in all of his bottle feedings. Georgia Aquarium, Mystic Aquarium, SeaWorld, Shedd Aquarium, Vancouver Aquarium. 11/05/2017 Marc Lester, from Alaska Dispatch News wrote this article about Tyonek, the Cook Inlet beluga calf here at ASLC. Read the story here. 11/05/2017 Tyonek's rehabilitation has progressed enough that we are introducing him to our outdoor pool in short intervals. We want to slowly acclimate him to the cooler temperatures beluga's are accustomed to. For now, his outdoor time will vary from day to day. 11/03/2017 Check out this video to learn more about how the beluga team assesses Tyonek's health!  10/26/2017 Check out this video to learn more about what goes in to caring for a stranded beluga calf. We could not do this without the help of our dedicated partners: Georgia Aquarium, Shedd Aquarium, SeaWorld, Mystic Aquarium, and Vancouver Aquarium. This little cetacean is still in our I.Sea.U and is currently not viewable to the public. We will keep you updated when this changes. Thank you for your patience and support! 10/24/2017 BELUGA UPDATE! There are various tests and check-ups our staff regularly conducts on this little beluga calf to gauge his condition. One thing we do is collect thermal imagery from a FLIR camera to keep track of any sore muscles or other soft tissue injuries. In this particular image it looks like his only current “hot spot” is from his eye, which is normal. No other sources of heat are obvious which is good since it means no infections or injured muscles are in the pictured area.      

animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() CURRICULUM SUPPLEMENTS Use the .pdf links below to access classroom activities for each section of the Watching Walrus virtual field trip. Teachers Guide.pdf Introduction_Activities.pdf Background_Activities.pdf Questions_Activities.pdf Plan_Activities.pdf Action_Activities.pdf Results_Activities.pdf Glossary.pdf               Welcome Teachers!   Educators and scientists at the Alaska SeaLife Center have teamed up to bring you a new and unique teaching tool. "Watching Walrus" is a virtual field trip (VFT) designed to introduce students to the process of designing a scientific research plan.  Throughout this exploration, students watch videos, examine images, and read fact sheets as they follow real-life scientists into the wilds of Alaska to study Pacific walrus populations.  This VFT can be used in a number of ways.  Individuals may choose to navigate through the slides independently, learning about Pacific walrus and why changes in Arctic climate have scientists concerned about these animals.  Self-guided exploration can be completed in under an hour.  Alternately, teachers may wish to facilitate a structured experience using the curriculum supplements.  Overview for Teachers Grade Level: 5th-8th Time needed:  6-8 one-hour class periods Nutshell: Students will gain experience designing a scientific research plan while learning about an actual research project that studies Pacific walrus in Alaska. Objectives: After completing this virtual field trip, students will be able to: - Describe how the research plan they develop meets the objectives set out by Alaska SeaLife Center scientists - Explain how Arctic animals, like Pacific walrus, may be impacted by decreased availability of sea ice - Locate geographic features of the Arctic and subarctic oceans using a world map Background: Pacific walrus are a marine mammal species native to the Bering and Chukchi Sea area between Alaska and Russia. A member of the pinniped (fin-footed) family, walrus are ocean bottom feeders that can weigh up to one and a half tons. Walrus live along the continental shelf where water is shallow and food resources are plentiful. Floating sea ice provides females and calves with access to varied food resources, protection from predators, and isolation from disease. Though walrus are a social, gregarious species (males are known to haul-out together in large numbers), females with calves usually stay separate from the herd, depending on sea ice for their haulouts. As a consequence of warming Arctic climate, scientists have observed that sea ice in the Arctic Region is shrinking. This means decreased habitat for Pacific walrus, particularly for vulnerable segments of the population like females with calves. As a result of these changes in habitat, walrus have been observed hauling out on land in numbers rarely seen before. Not only does this make populations more susceptible to disease, predation, and depletion of food resources, it also means moms and calves are living in large herds rather than in small groups or pairs. Walrus are known to abandon a haulout upon disturbance (e.g., by the presence of boats, people, predators). In such cases, walrus move quickly from land into water when they are on ice. As walrus are observed gathering in large groups (as many as 14,000 walrus have been observed hauling out together) scientists are concerned about the increased consequences of such disturbances. Instances of stampede have been recorded, including that at Icy Cape (described in Watching Walrus), leaving hundreds of animals dead. Such events led scientists at the Alaska SeaLife Center to begin research observing Pacific walrus. Their intention is to increase the understanding of what causes these animals to abandon a haulout.  They are particularly interested in how the patterns in walrus response differ between established land haulout outs and newly emergent ones. The research of lead Marine Mammal Scientist Dr. Lori Polasek, Marine Mammal Research Associate Jill Prewitt, and Research Coordinator Terril Efird inspired this virtual field trip. Join us as we explore some of Alaska’s most remote coastline and work to learn more about how sea ice loss is impacting Pacific walrus. Throughout their exploration of Watching Walrus, students will engage in discussions, make observations, complete a research ma,p and design their own research plan for observing walrus as they use land haulouts.  To use this virtual field trip you will need: - Internet access, video-streaming capabilities - Access to Watching Walrus the virtual field trip - Projection system (with audio) to display VFT content or a computer lab - Teacher guide and corresponding curriculum supplements (arranged as PDFs in the right hand column of this page) Specials Notes to Teachers: Guide to State & National Standards addressed in this field trip (Click to download .pdf) Using the Virtual Field Trip Teachers may choose to have the class navigate through Watching Walrus as one large group, using a projection system to display content, or have students work independently in a computer lab setting.  All activities included in the curriculum supplements work best in a classroom setting with tables arranged into small groups. Using Curriculum Supplements We encourage teachers to read through the Teacher’s Guide and all Curriculum Supplements before beginning Watching Walrus with your students.  Some projects, like the Research Map, will be completed over the course of this exploration.  Videos and PDFs Many sections of Watching Walrus include embedded videos and .pdf documents.  Teachers may elect to print class sets of the .pdfs or use them digitally.  All .pdf files are 1-2 pages long.  Most videos are less than 3 minutes long (exact durations can be found in the description of each video).  Video transcripts can be accessed by clicking the video transcript button below each clip.  Vocabulary Important vocabulary terms are included in the VOCABULARY box in the lower right-hand corner of each section.  A complete glossary of terms is included as a .pdf in the FOR TEACHERS section.  Age appropriateness This virtual field trip is designed to meet Alaska state and National science content for students in grades 5-8.  We understand that students in grades 5-8 may display a variety of skill sets and reading levels; therefore, this grade distinction is designed only as a guideline.  The scientific process discussed in this virtual field trip is appropriate for and may be enjoyed by older students, as well.  Older students may progress through this virtual field trip at a faster rate than that outlined above.  Additional Resources: Web Resources: Walrus Natural History Alaska Department of Fish & Game (ADF&G): Walrus Profile Walrus Information from SeaWorld/Busch Gardens National Geographic Kids Creature Features: Walrus NOVA: How to Speak Walrus USFWS Species Info: Walrus ADF&G Walrus Island, State Game Sanctuary Sea Ice National Snow and Ice Data Center NASA Earth Observatory: Sea Ice Print Resources: For an overview of Pacific walrus facts, and information on other Alaskan marine mammals: Wynne, Kate. Guide to Marine Mammals of Alaska. Fairbanks, AK: University of Alaska, Fairbanks, Alaska Sea Grant College Program, 2007. For more information on Alaska marine invertebrates, including those predated by Pacific walrus: Field, Carmen M., and Conrad J. Field. Alaska's Seashore Creatures: a Guide to Selected Marine Invertebrates. Anchorage: Alaska Northwest, 1999. For more information about the Bering Sea region: Johnson, Terry Lee. The Bering Sea and Aleutian Islands: Region of Wonders. Fairbanks, AK: University of Alaska, Fairbanks, Alaska Sea Grant College Program, 2003.   Contact Us: If you have any questions about this virtual field trip, please contact the Alaska SeaLife Center Education Department at education@alaskasealife.org or 907-224-6306. For more information on classes we offer, including our inquiry-based 50-minute Distance Learning programs, visit our website at www.alaskasealife.org.          

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         WELCOME TEACHERS! The Alaska SeaLife Center and COSEE-Alaska are excited to present the second in a series of virtual field trips. Meltdown is a virtual field trip (VFT) designed to immerse students in the important field of polar research as they learn about how a changing climate is impacting sea ice ecosystems in the Arctic. Educators and scientists from across Alaska have teamed up to bring you this new and innovative teaching tool. Meltdown takes students on an Arctic expedition where they'll connect with researchers studying the marine foodweb in the Bering Sea. Throughout this exploration, students will watch videos, examine images, and piece together foodwebs as they follow Dr. Rolf Gradinger and his team of real-life scientists out onto the ice. OVERVIEW FOR TEACHERS This VFT can be used in a number of ways. Teachers may facilitate a structured experience using the curriculum supplements included on this page. Alternatively, individuals may choose to navigate through the pages on their own, learning about sea ice ecosystems and why changes in arctic climate have scientists concerned. Self-guided exploration can be completed in about an hour.  GRADE LEVEL: 5th-8th TIME NEEDED:  One to eight 1-hour class periods (teachers may choose to use all or some of the supplementary lessons- see teachers guide for details). NUTSHELL: Students will learn about the role of sea ice in the Arctic ecosystem while studying the Bering Sea food web. LEARNING OBJECTIVES: After completing this virtual field trip, students will be able to: - Illustrate how changes in the population of one species may affect population dynamics throughout a food web. - Differentiate between the physical properties of sea ice and freshwater ice and justify the reason for these differences. - Describe the conditions necessary for sea ice algae to grow and explain the role of sea ice algae to the Bering Sea in spring. BACKGROUND: At the Northern fringe of the Pacific Ocean, along the United States’ most remote boundary, lies the Bering Sea. Covering an area more than three times the size of Texas (nearly 900,000 sq. mi.), and supporting some of the most valuable fisheries in the world, the Bering Sea’s remote waters have attracted explorers for thousands of years. Now your students can join in the process of discovery as they accompany modern-day explorers onto the ice! In this virtual field trip, students will meet Dr. Rolf Gradinger, a Sea Ice Biologist conducting research in the Bering Sea. They will follow his research team into the field as they work to answer the question 'What does sea ice mean to the Bering Sea ecosystem?' and 'What would it mean if arctic sea ice were to disappear as a result of climate change?' Their quest for answers leads the researchers to look under the ice, where they'll investigate the role of sea ice algae (tiny marine plants that grow on the bottom surface of sea ice during the spring) in the spring Bering Sea foodweb. As your class navigates through this field trip they'll be introduced to the process of science: from initial questions, through development of hypotheses, data collection and, finally, data analysis. Watch as an unfamiliar world unfolds, revealing a complex spring foodweb all stemming from the sea ice algae. The research of Drs. Rolf Gradinger, Katrin Iken and Bodil Bluhm inspired this virtual field trip. Join us as we explore how climate change may impact one of the world's most productive marine ecosystems, the Bering Sea. We also recommend listening to Encounters Radio: Ice Algae, a recorded interview in which host Elizabeth Arnold interviews Rolf Gradinger about this research project. (10 minutes) TO USE THIS VIRTUAL FIELD TRIP YOU WILL NEED: - Internet access, video-streaming capabilities - Access to Meltdown the virtual field trip - Projection system (with audio) to display VFT content or a computer lab (with headphones) - Teacher's guide and corresponding curriculum supplements (arranged as PDFs in the right hand column of this page) UNABLE TO RUN THE STREAMING VERSION? REQUEST A COPY OF ALL MATERIALS ON CD BY EMAIL: education@alaskasealife.org SPECIAL NOTES FOR TEACHERS: Guide to State & National Standards addressed in this field trip (Click to download .pdf) Using Curriculum Supplements We encourage teachers to read through all Curriculum Supplements before beginning Meltdown with your students.  Some projects, like the invertebrate research project, will be completed over the course of several sections.  Videos and weblinks Many sections of Meltdown include embedded videos and weblinks.  All weblinks require internet access.  In the CD version of the virtual field trip, all videos will play without internet, unless noted.  In the online version of Meltdown, all videos will stream from YouTube.  Each video is less than 3 minutes long (exact durations can be found in the description below each video).  Video transcripts are available for each video and can be accessed by clicking the ‘Video Transcript’ button below each clip.  Vocabulary Important vocabulary terms are included in the VOCABULARY box in the lower right-hand corner of each section.  A complete glossary of terms is included as a .pdf in the FOR TEACHERS section.  Age appropriateness This virtual field trip is designed to meet Alaska state and National science content standards for students in grades 5-8.  We understand that students in grades 5-8 may display a variety of skill sets and reading levels, therefore this grade distinction is designed only as a guideline.  The scientific process discussed in this virtual field trip is appropriate for and may be enjoyed by older students as well.  Older students may progress through this virtual field trip at a faster rate than that outlined above.  ADDITIONAL RESOURCES: Resources for Invertebrate Research Project: OCEANUS: Arctic Ecosystem Interactive Arctic Ocean Diversity Project: Species Info ARKive: Marine Invertebrates Info General information about Sea Ice: National Snow and Ice Data Center NASA Earth Observatory: Sea Ice International Polar Year: Sea Ice Fact Sheet Resources highlighting Bering Sea & Arctic Ocean research and education: BEST-BSIERP-Bering Sea Project Bering Sea Project: Profile on Sea Ice Arctic Ocean Diversity Project Education Resources Related to Climate Change: NOAA Education Resources: Climate Change Impacts Contact Us: If you have any questions about this virtual field trip, please contact the Alaska SeaLife Center Education Department at education@alaskasealife.org or 907-224-6306. For more information on classes we offer, including our inquiry-based 50-minute Distance Learning programs, visit our website at www.alaskasealife.org.         CURRICULUM SUPPLEMENTS Use the .pdf links below to access classroom activities for each section of the MELTDOWN virtual field trip. Teachers Guide.pdf Introduction_Activities.pdf Background_Activities.pdf Questions_Activities.pdf Plan_Activities.pdf Action_Activities.pdf Results_Activities.pdf Glossary.pdf        

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         At the northern fringe of the Pacific Ocean, along the United States’ most remote boundary, lies the Bering Sea.  Covering an area more than three times the size of Texas (nearly 900,000 sq. mi.), and supporting some of the most valuable fisheries in the world, the Bering Sea’s remote waters have attracted explorers for thousands of years.  This cold maritime environment is home to a huge diversity of life. From migrating whales to clams, seabirds, seals and fish, organisms in the Bering Sea have evolved to make up one of the world’s most unique ecosystems.  The Bering Sea’s high northern latitude means nearly continuous daylight throughout the summer months.  In contrast, the winters are long and dark. Winter conditions are so harsh that the surface of the ocean, over much of the Bering Sea, freezes.  Organisms living in this region have had to adapt to these challenging, extreme, and changeable polar conditions. VIDEO: INTRODUCTION TO THE BERING SEA Discover why the Bering Sea is important to people in Alaska and around the world (1:50) Video Transcript Despite its remoteness, the coastline of the Bering Sea is home to many Alaskans. There are no roads connecting these remote communities to Alaska’s larger cities, so people living along the coast rely on the ocean to sustain their way of life. Subsistence hunting and fishing of marine animals has traditionally been an important source of food, material for clothing, fuel and culture for many people living in these villages. Successful harvest of these marine resources requires an understanding of the Bering Sea ecosystem including the ability to predict how weather and species distribution vary throughout the year. However, it isn’t only people who live beside the Bering Sea who are affected by it. Even if you’ve never heard of the Bering Sea, chances are it’s had an impact on your life. If you’ve ever eaten fish sticks or tried ‘artificial’ crab meat, you were probably eating Pollock. Pollock is a species of cod that live in the Bering Sea. These fish make up the largest single species fishery in the United States. On average two billion pounds of Pollock are harvested in Alaska every year (that’s equal to about 100 times the weight of the Eiffel Tower in Paris). The Pollock fishery in Alaska is worth about three hundred million dollars a year, making it an important part of our state and national economy. So whether you live beside Alaska’s coast, or thousands of miles from it, the Bering Sea is worth caring about. It’s home to unique animals and dynamic people. It provides American jobs and is a source of food, insight and inspiration. Recently, people living in coastal areas, companies exploring and building along the coast, and researchers with an eye on the Bering Sea have observed significant and measureable changes. Sea ice has been arriving later in the winter.  Animals are migrating farther north and the distribution of species is changing.  Some animal populations are growing quickly, while others seem to be in decline. These changes directly impact everyone who relies on the Bering Sea.  They make it harder for local communities to support their food and infrastructure needs, and harder for companies to plan on the expected ice or weather conditions two years down the road.   VIDEO: ARCTIC MELT IN ACTION This NOAA visualization illustrates how sea ice cover in the Arctic changes annually across the seasons. Compare 2012's record melt season to the historic (1979-2000) median. (0:34) Changes in the Bering Sea won’t just affect people and their activities; they may also impact the balance of the marine ecosystem. This has scientists concerned. They realize that before we can make predictions about what these changes may mean for this important marine ecosystem, we need to learn more about the area as it is now. Dr. Rolf Gradinger and his colleagues at the University of Alaska Fairbanks are one group of researchers working to better understand the Bering Sea. Observations they've made have sparked scientific questions and inspired futher research about the Bering Sea food web.  VIDEO: INTRODUCTION TO THE RESEARCH PROJECT Dr. Rolf Gradinger explains why the team is interested in studying the Bering Sea ecosystem. (1:30) Video Transcript "My name is Rolf Gradinger. I'm a faculty member at the School of Fisheries and Oceans Sciences (at UAF). I have a research interest in Arctic Ecology and I've been doing this now for quite a while. "Since 2008 I worked in the Bering Sea in spring. The Bering Sea is very unique, it's a unique ocean because it's part of the Arctic system. The Bering Ecosystem is very rich in a lot of marine resources, there are lots of fish living in the Bering Sea like Pollock, and most of the US fisheries are actually happening in the Bering Sea. In addition to that you will find lots of marine mammals and seabirds in the Bering Sea. And a lot of people living in that region, like native populations on Saint Lawrence Island or on the Alaskan coastline rely on marine resources. "Now the big question is, which you might have heard, that ice conditions in the Arctic are changing. Summer sea ice is disappearing, ice melts happen much sooner, so there is a tremendous change in the Arctic. "The question is, what does it all mean to the ecosystem if ice conditions change? For really addressing that question you need to know what lives with the ice. You know about the Polar bears and the seals living on the ice, but there's actually little critters that live within the ice, and they grow within the ice, and they only exist within the ice. Our part was to learn as much as possible about the spring biology, in association with ice in the Bering Sea." Dr. Rolf Gradinger and his team know that among the many species of plant and animal life living with the sea ice are marine plants called algae. The team wants to better understand the role that this sea ice algae plays in the entire Bering Sea food web during the spring. Dr. Gradinger knows that to accurately hypothesize the importance of this algae bloom, the researchers will need to study the science of sea ice as well as discover what types of living things make their homes throughout the sea ice ecosystem.        WHO IS STUDYING SEA ICE?   FISHERY (n)- an area where fish are caught   MIGRATE (v)- to move seasonally from one area to another   ORGANISM (n)- an individual life form   ECOSYSTEM (n)- a community of interacting living organisms and their physical environment   LATITUDE (n)- a measure of the distance north or south of the equator, expressed in degrees   SUBSISTENCE (n)- a style of living where a person relies on the local environment for survival   DISTRIBUTION (n)- the way something is spread over an area   ALGAE (n)- any aquatic plant or plant-like organism (seaweed)    

The Alaska SeaLife Center is pleased to announce the recipients of the 2022 Alaska Ocean Leadership Awards. These awards are given annually to individuals and organizations that have made significant contributions to the awareness and sustainability of the state’s marine resources. The Alaska SeaLife Center appreciates the support provided by the award sponsors and thanks the awards committee members (Jason Brune, Ginny Eckert, Dale Hoffman, Molly McCammon, Lynn Palensky, Robert Suydam) for their assistance in selecting the award recipients. These awards will be presented at a virtual event on March 31.           Dr. Robert Suydam, Ph.D., will receive the prestigious Walter J. and Ermalee Hickel Lifetime Achievement Award. The late Governor Walter J. Hickel and the late Ermalee Hickel endowed this award for 10 years to recognize individuals who have made exceptional contributions to the management of Alaska’s coastal and ocean resources for more than 20 years. Senior Wildlife Biologist Dr. Robert Suydam’s three decades of research on bowhead and beluga whales as well as his deep involvement with co-management and Alaska Native organizations represents a truly exceptional contribution to the management and science of Alaska’s marine mammal resources. Robert has published well over 200 peer-reviewed papers and technical reports throughout his tenure at the North Slope Borough Department of Wildlife Management on a wide range of species and topics. In addition, he has served on multiple advisory panels and boards that have greatly advanced understanding of the Arctic and Sub-Arctic marine environment, including Science Advisor to the US Marine Mammal Commission, member of the National Research Council, Fellow of the Arctic Institute of North American, member of the Alaska Beluga Whale Committee, advisor to the Alaska Eskimo Whaling Commission, and member of the International Whaling Commission Scientific Committee. Moreover, Robert has worked closely with the oil and gas industry in Alaska to ensure that the implementation of sound science-driven policies related to offshore exploration and development facilitated the protections of the arctic environment and fauna potentially impacted by development. One of Robert’s more important and unique achievements has been his long and consistent involvement advancing the use of traditional knowledge in scientific research and management. Robert has been a strong and articulate advocate for Alaskan Native subsistence rights to harvest marine mammals and feed their communities with traditional foods and for high-quality arctic marine science and has worked with North Slope Borough, Alaskan Native, state, federal, and international organizations to ensure that sound science is used to develop marine policy.   Jim Pfeiffenberger will receive the Marine Science Outreach Award. This award is given to a person, team or organization that has made an outstanding contribution to ocean literacy via formal or informal education, media, or other communications. It is sponsored by the Alaska Ocean Observing System. National Park Service Education Coordinator Jim Pfeiffenberger has done an extraordinary job connecting students and adults of all ages to the wonders, mysteries, challenges, science, and stewardship of Alaska’s marine and coastal ecosystems. From teaching in classrooms located in remote or rural Alaska communities, in-person programs along coastlines or from ships, to virtual and online platforms when the need arose, Jim has embraced every opportunity to connect students to the marine environment, the science that helps to inform its stewardship, management and protection, as well as doing the hard work of cleaning it up. Jim has designed innovative and engaging media that has connected people to Alaska’s eleven coastal parks and their diverse and critically important resources. He has thrived working as the Education Coordinator for the Ocean Alaska Science and Learning Center, co-located at Kenai Fjords National Park. Jim has made marine science, ecosystems, and stewardship relevant, meaningful and inspiring for students from K – 12 and beyond, including mentoring college students completing media development internships focused on the work, management, and stewardship of Alaska’s coastal parks and partners. Jim’s professional delivery of education in the field of marine science and outreach has been transformational—shifting the first impressions of students, teachers, and visitors into knowledge and ultimately, into care.   Dr. Tuula Hollmén, D.V.M., Ph.D., will receive the Marine Research Award. This award is sponsored by Drs. Clarence Pautzke and Maureen McCrea. This honor is given to a scientist, team of scientists, or an institution that is acknowledged by peers to have made an original breakthrough contribution to any field of scientific knowledge about Alaska’s oceans. Dr. Hollmén’s career reflects three decades of work on seabird ecology and epidemiology, including twenty years of focus on the threatened Steller’s eider. She applies her veterinary and biology training to a broad portfolio of fieldwork, laboratory analysis, modeling, and teaching. She currently holds positions as a Senior Research Scientist at the Alaska SeaLife Center and as a Research Associate Professor at the College of Fisheries and Ocean Science and the Center for One Health Research at the University of Alaska Fairbanks. She served as the Science Director at the Alaska SeaLife Center (2010-2015) as well as the Eider Program Manager (2002-2020). She is a member of the U.S. Fish and Wildlife Service’s Spectacled and Steller's eider recovery teams, and was the chair for the Steller’s Eider reintroduction committee. She also found time to sit on the North Pacific Research Board Science Panel from 2011 to 2019, serving as Vice Chair from 2014 to 2019. Dr. Hollmén and her team successfully established a captive breeding flock of endangered Steller's eiders at the ASLC to serve as one of the main routes for potential re-introduction of to the wild. Prior to Dr. Hollmén's research at ASLC, Steller’s eiders had never successfully bred in captivity in North America. Most recently, her research has provided groundbreaking insights to the impacts of climate change on Arctic lagoons with real-time implications for marine species conservation efforts.   Ward Cove Dock Group and Norwegian Cruise Line will jointly receivethe Stewardship and Sustainability Award. This award is sponsored by Jason Brune, and honors an industry leader that demonstrates the highest commitment to sustainability of ocean resources. The Mill at Ward Cove is a partnership between Ward Cove Dock Group, LLC and Norwegian Cruise Line Holdings Ltd. that has built a two-berth, floating cruise ship dock and corresponding Welcome Center and Passenger Transit Facility in Ward Cove, near Ketchikan. When the Ketchikan Pulp Mill closed, Ward Cove was found to be contaminated with fuels, paints, and heavy metals as well as large quantities of sunken longs which affected the health of all local marine life. Ward Cove was then declared a Superfund site under the Comprehensive Environmental Response, Compensation, and Liability Act and was remediated with institutional controls under the oversight of the Environmental Protection Agency and the Alaska Department of Environmental Conservation. Under the leadership of John Binkley and Dave Spokely, a plan was created to responsibly repurpose this area, which resulted in an innovative design and construction of the largest cruise ship dock in Alaska. This project has transitioned a decaying brownfield site into a place the community takes pride in once again. The advanced design of the dock required fewer pilings to be drilled into the ocean floor, reducing impact on the sand cap. Additionally, the unique construction techniques preserved the sensitive marine environment. Today, with ongoing monitoring, the marine life is thriving in Ward Cove, and Ward Cove Dock Group is committed to preserving this sensitive environment into the future.   Elin Antaya will receive the Hoffman-Greene Ocean Youth Award. The Ocean Youth Award is awarded to an individual or team of Alaskan youth up to 19 years old who has displayed a dedication to promoting the understanding and stewardship of Alaska’s oceans. Juneau Douglas High School Senior Elin Antaya cares about our planet and ocean. Elin is currently working in a University of Alaska Fairbanks (UAF) laboratory in Juneau helping to support research on harmful algal blooms and ocean acidification monitoring. Elin is a 4.0 student and has participated in the National Ocean Sciences Bowl all four years of high school. Last summer she held a Hutton Junior Fisheries Biology Program Internship funded by the American Fisheries Society where she worked closely with graduate students and faculty from the UAF conducting field and laboratory research. Elin collects old buoys and repurposes them with Alaskan ocean themed art, with the motivation to share Alaska’s diverse marine habitats and honor the diverse fishers and vessels who navigate and enjoy the bounty of our oceans. Elin not only expands on her own scientific knowledge, but also has a vested interest in public scientific education and shows understanding and ability to disseminate complex ecological processes. She has co-published opinion articles in the Juneau Empire and Pacific Fishing explaining the roles that sea otters play in marine ecosystems. Whether she is leading squid dissections with elementary students, saving halibut heads for otolith removal, or picking up workdays at the local oyster farm, Elin continues to share the intrigue of marine organisms with the next generation of researchers. She has applied for and been accepted to many outstanding universities including UAF, Colorado College, UC San Diego, Hawaii Pacific, Quest and Cal Poly Humboldt to study ocean and marine science to continue her desire to be find solutions for the future health of our marine environments. Elin is also an elite dancer, president of the Nordic Club, member of the National Honor Society, and an employee of Salty Lady Seafood Co.     Richard Hocking is this year’s recipient of the Ocean Ambassador Award. The Ocean Ambassador Award recognizes an individual or organization that has made outstanding contributions in promoting public awareness and appreciation of Alaska’s oceans, coasts, and marine ecosystems. Richard’s passion for the ocean defined his work and his life. He spent 45 years working in the marine science field, beginning with the Seattle Aquarium, Point Defiance Zoo and Aquarium, and the Alaska SeaLife Center. Richard served as the Center’s Aquarium Curator from 1998 until his passing in November 2021. Richard was known as one of the most hands-on curators in the building, including designing exhibits, checking water quality, managing permits, and diving for collection trips, all while leading the Aquarium Division for twenty-three years. Richard became widely known as ASLC’s resident nutritionist, and he understood the intricate diets of animals ranging from the smallest sea star to the largest Steller sea lions. His knowledge of marine animal biology and husbandry was unmatched. He co-authored papers ranging trophically from monogenean fish parasites to centuries-old elasmobranchs, and is a widely acknowledged contributor to dozens of research publications and projects. Richard sought out and promoted opportunities for ASLC staff to take part in professional growth opportunities, ensuring that ASLC’s animal care teams remained highly skilled. One of the many activities Richard led was the monitoring for marine aquatic invasive species in Resurrection Bay. Since 2009, Richard has guided ASLC staff and interns in evaluating the health of the bay by surveying the habitat year-round for European green crab, tunicates, and other invasive species and sharing these findings with the Invasive Species Program at the Alaska Department of Fish and Game. Richard lent his expertise to marine-oriented organizations and activities in the Seward area, including the Alutiiq Pride Shellfish Hatchery and the Seward Chamber of Commerce Seward Silver Salmon Derby, where he served as the expert fish authority, placing his verification stamp on the winning salmon each year. He strived to educate and motivate the next generation of ocean stewards by assisting in the Center’s after-school Ocean Sciences Club, as a judge during the Alaska National Ocean Sciences Bowl, as a graduate committee member for Alaska Pacific University graduate students, and as an unofficial advisor for every scientist that worked at ASLC. Richard manifested a lifelong stewardship for the ocean and its inhabitants that he expressed through a lifetime of daily acts of service. Richard leaves a legacy of a life led by example, motivated by an enduring belief that ocean life could be used to convey the extraordinary richness of biological diversity, and further, that knowledge of the oceans could be used to spark wonder and inspire others to action.   Congratulations to this year's winners!   

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         It’s October - springtime in the Antarctic. And on the Ross Sea, it’s pupping season. The world’s southernmost-breeding mammals, the Weddell seals, are hauled out on the fast ice of McMurdo Sound. The temperature hovers near zero degrees Fahrenheit. The surface of the sea remains frozen for miles. The only breaks in the ice are tidal cracks and breathing holes that the seals have carved out with their teeth. As the summer progresses and brings with it continuous daylight, the sea ice covering this area will begin to fracture and melt. For now, though, the ice is solid and the frozen landscape is dotted with female seals and their pups.  Weddell seals are uniquely adapted to survive life in this polar habitat. Just like their phocid (seal) relatives in the Arctic, these seals have thick blubber that insulates their bodies from the frigid climate. Still, life in this extreme environment isn’t easy!  VIDEO: LIFE IN THE ANTARCTIC Learn about the extreme Antarctic conditions Weddell seals are adapted to live in. (2:20) Video Transcript Measuring over 10 feet (3 meters) from head to flippers and weighing in at more than 1,000 pounds (450 kilograms), Weddell seals are a hardy bunch. And it’s a good thing! These marine mammals live in one of the world’s harshest environments: the Antarctic. Antarctica is often described as seeming like an alien planet. It certainly isn’t like anywhere else on Earth! 98% of the Antarctic continent is covered with ice, but the ice doesn’t stop at the land’s edge. Winter conditions in this area are severe enough that the sea surface freezes solid over much of the Southern Ocean. This sea ice is important habitat for wildlife, including Weddell seals. During the austral spring and summer it provides a safe place for the seals to haul out of the near-freezing water to rest and give birth to their pups. Although Antarctica receives 24-hour daylight in the summertime, it is definitely not a warm place to relax! Summer air temperatures in McMurdo Sound average about 26° Fahrenheit (-3° Celsius). In the winter, air temperatures can be as low as -58°F (-50°C). During these months, seals migrate out to sea where they forage near the ice edge. Because of the extreme air temperatures, seals spend all winter in the water, only surfacing to breathe. Recently, many people living and working in the Arctic have observed significant and measureable changes in the region’s climate. Because Antarctica has no permanent human population, far fewer people are aware that similar dramatic changes have been recorded in the Antarctic as well. Around Antarctica temperatures are warming. Coastal ice shelves have lost huge volumes of ice as massive pieces have broken away and melted. At the same time, some areas of the continent have been experiencing increased winter sea ice extent. Researchers hope to learn more about the lives of Weddell seals in Antarctica so they can gain a better understanding of how ice seals in both the Antarctic and Arctic might adapt to their changing environments. While environmental changes have presented themselves differently in the Arctic and Antarctic, one common theme is that conditions have become less predictable. Just as dealing with an unpredictable situation can be hard for a person, adapting to an unpredictable environment can be challenging for an animal. For Weddell seals, whose migration, foraging habits, and breeding activities are dependent on specific sea ice conditions, such unpredictable conditions could have negative impacts. Dr. Jo-Ann Mellish is a Marine Mammal Scientist.  She and her research team want to understand how hard it is to be a polar seal. In particular, they're curious to know how seals stay warm in such cold environments. Understanding how Weddell seals are able to survive in their environment will help the scientists begin to predict how seals at both poles may be impacted by changing environmental conditions. VIDEO: INTRODUCTION TO THE RESEARCH PROJECT Dr. Jo-Ann Mellish explains why the team is interested in studying polar seals. (1:56) Video Transcript Jo-Ann Mellish: “It was one of those cases where one question leads to another question. I was on a previous project on McMurdo Sound, with Weddell seals. We were down there for a couple years, and as we were there there were a lot of issues with the sea ice. There was some very thick, very old, multi-year sea ice. There were some icebergs around and it was impacting water patterns and ice patterns. In addition to that, everywhere in the news it’s ice change in the Arctic. “So you’ve got ice changing in very different ways at either end of the Earth, but the common factor is that you’ve got these seals that depend on the ice for where they breed; where it impacts very strongly, how they get to their breeding sites. These ice-obligate seals are at both poles, there’s ice changing at both poles, but nobody has ever looked at how much energy it costs just to be a seal in these environments. “One of the common themes in biology is that if an animal lives in a place, you assume that it’s adapted. But what happens if that habitat that the animal lives in starts to change? How much flexibility does that animal have to adapt to the change? Maybe there’s a lot, maybe there’s this huge buffer zone. Maybe there’s a teeny-tiny buffer zone. You kind of assume that these animals at the ends of the earth might have a teeny-tiny buffer zone. “Nobody knows what that buffer zone is. So what we wanted to do was actually document the cost of living in a polar seal. “   The research described in Southern Exposure was funded by the Office of Polar Programs, Antarctic Organisms and Ecosystems, National Science Foundation, Award #1043779. All research was conducted under National Marine Fisheries Service Marine Mammal Protection Act authorization 15748 and Antarctic Conservation Act permit 2012-003.  Unless otherwise noted, the videos in this virtual field trip are courtesy of Jo-Ann Mellish, John Skinner, Henry Kaiser, or the Alaska SeaLife Center.   WHO IS STUDYING SEALS?   FAST ICE (n) - sea ice that is attached to the shore   TIDAL CRACK (n) - a broken area of sea ice caused by movement of the tides   ADAPT (v) - to change behaviors or physical traits to survive in a specific environment   POLAR (n) - describing the area of the Earth’s surface around the north and south poles   PHOCID (n) - the scientific family name for true (earless) seals   ICE SHELF (n) - a floating sheet of ice, attached to a landmass   AUSTRAL (adj) - of or relating to the southern hemisphere   MIGRATION (n) - movement from one area to another   FORAGE (v) - to search for and collect food   THERMOREGULATION (n) - the ability to maintain a constant body temperature under changing conditions   HYPOTHESIS (n) - a proposed explanation to a question that must be tested   PHYSIOLOGY (n) - a branch of biology dealing with the study of how living things function      

$(document).ready(function() { var obj = document.createElement("audio"); obj.src="/uploads/vft/gulf_watch/audio/fetcheduphardaground.mp3"; obj.volume=0.10; obj.autoPlay=false; obj.preLoad=true; $(".playSound").click(function() { obj.play(); }); });     animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         On March 24, 1989, an oil tanker leaving the port of Valdez, Alaska hit a shallow reef and spilled 11 million gallons of oil into the sea. This spill spread southwest, covering nearly 1,300 miles of coastline in thick, sticky oil. Oil was even found washed up near the village of Chignik, 470 miles away from the spill site. It is estimated that 250,000 seabirds, 2,800 sea otters, 300 harbor seals, 250 bald eagles, up to 22 orcas, and billions of salmon and herring eggs were lost in the spill. It is difficult to know how many intertidal plants and animals, such as barnacles, sea stars, and hermit crabs, were also impacted. The Gulf of Alaska is part of the North Pacific Ocean. It stretches from the Alaska Peninsula in the west to the islands of Alaska’s southeast. The coast includes mountains, glaciers, forests, towns, and cities. The waters are full of life and support one of the country’s largest fishing industries. Powerful currents circulate marine life and bring up nutrients from deep waters. Seabirds and marine mammals feed in the many bays and estuaries of the gulf. These areas also provide nursery habitats for fish. So many factors influence the Gulf of Alaska! The major factors include: Precipitation in the form of snow and rain Freshwater runoff from rivers, glaciers, and melting snow The upwelling & downwelling of water carrying nutrients that get mixed by the tides and currents Click the image below for a closer look at some of these factors. Be sure to use the vocabulary list at the right if you run into any terms you are not familiar with! Thousands of workers, volunteers, and community members worked together to clean up the spill. However, oil still remains hidden below the sand and rocks on the beaches and scientists want to know what this means for the Gulf of Alaska ecosystem. Since 1989, scientists have continued to study how the Gulf of Alaska's ecosystem is responding to the Exxon Valdez oil spill (EVOS). All of Earth’s ecosystems are affected by both natural changes and human activities. After the 1989 spill, scientists realized something important. We did not have enough data to fully understand how complex the northern Gulf of Alaska ecosystem really is. We were lacking what researchers call “baseline” data. A baseline is a measure of how things are (or were) at a particular time. Without baseline data, it is hard to understand how ecosystems respond to changes in environmental conditions, which can occur naturally or as a result of human activities. Think of a baseline like this: If you measure your heartbeat when you are resting, it’s beating regularly and probably pretty slowly. This is your baseline to measure from. If you suddenly run up a long flight of steps, your heart starts beating much faster and you are probably out of breath. If you count your heartbeat now, you can measure how much it changed from the baseline. That change is the impact caused by running up the steps. For example, in the Gulf of Alaska it is difficult to know exactly how the 1989 oil spill changed sea otter population numbers. This is hard to measure because baseline data for the number of sea otters living there before the spill doesn't exist. In order to improve our understanding of baselines and change for the entire Gulf of Alaska ecosystem, the Exxon Valdez Oil Spill Trustee Council created and continues to fund the work of the Gulf Watch Alaska long-term monitoring program. Gulf Watch Alaska is a team of scientists and researchers who work together to measure and monitor different parts of the ecosystem in the spill area. They compare their data to get a “bigger picture” about how the ecosystem works and how healthy it is. VIDEO: Introduction to Gulf Watch Alaska Introduction to the Gulf Watch Alaska ecosystem monitoring program. (1:14) Video Transcript On March 24, 1989, the oil tanker Exxon Valdez ran aground in Alaska’s Prince William Sound, spilling more than 10 million gallons of crude oil into the Gulf of Alaska. Today, more than 26 years after the accident, scientists are still trying to understand the full impacts of the spill on the waters and wildlife of the Gulf. To that end, Gulf Watch Alaska has brought together twelve different organizations and over 40 scientists to study all aspects of the Gulf of Alaska and its state of recovery from the spill. Monitoring the lasting effects of the oil spill is no small task. Like a large puzzle, the Gulf of Alaska is a complex system made up of ever smaller components. The four main components being studied by Gulf Watch Alaska are the driving environmental forces of the Gulf, the pelagic ecosystem of its waters, the nearshore ecosystems of its coast, and the lingering oil that still remains from the Exxon Valdez spill. By closely monitoring these components simultaneously, the scientists of Gulf Watch Alaska hope to better understand the whole picture of the Gulf of Alaska and its continuing recovery from the spill.   The Gulf Watch Alaska monitoring program is organized into four related ecosystem monitoring components. Click below to discover each component.       Who is watching the Gulf?   Baseline data (n): a measure of normal or how things usually are before change   Carbon pump (n): the ocean's biologically-driven transfer of carbon from the atmosphere to the deep sea   Detritus (n): waste or debris of any kind, but especially organic matter produced by the decomposition of organisms   Downwelling/Upwelling (n): the downward (or upward) movement of fluid, especially in the sea   Ecosystem (n): a community of living things and its nonliving surroundings linked together by energy and nutrient exchange   Eddy (n): a circular movement of water counter to a main current   Estuary (n): where the salty ocean tide meets freshwater from the land at the mouth of a river, stream, creek, or the toe of a glacier   EVOS (n): Exxon Valdez oil spill   Exxon Valdez Oil Spill Trustee Council (n): organization formed after EVOS to oversee the restoration of the injured ecosystem   Habitat (n): a place that provides an animal or plant with adequate food, water, shelter, and living space to feed, breed, seek shelter, and raise young   Impact (n): a powerful or major influence or effect   Lunar forcing (n): the effect that the gravitational pull of the moon has upon the oceans, creating the tide cycles   Monitor (v): to observe and check the progress or quality of (something) over a period of time; keep under systematic review   Photic boundary (n): the depth of the ocean that indicates the division between the photic (or sunlight) zone and the aphotic zone where photosynthesis becomes impossible  

animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('3', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('4', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() Who is watching walrus? BASELINE (n) - Information about what is "normal" or expected. This kind of information helps researchers measure change. DATA (n) - factual information             Action! Dr. Polasek decided that, because her research questions were complex, they would take many years to answer. Her first goals were to establish a baseline and test out their monitoring method. To accomplish these goals, in the first year of the project the team would only set up cameras at sites in Bristol Bay. Haulouts in Bristol Bay are "established". This means that walrus are known to haul out there every summer. The animals in Bristol Bay are males. Although male walrus do not depend on summer sea ice, their behavior at haulouts will give researchers the baseline they need to make comparisons with females and calves in the north. As Dr. Polasek explained in her research hypotheses, she hopes to find out whether walrus at new haulouts in the Chukchi Sea will react differently to disturbances than walrus at established haulouts in the southern parts of the Bering Sea. Installation took the research team on remote adventures as they installed cameras at five sites in Bristol Bay: Round Island (West Main) Round Island (First Beach) Cape Peirce Hagemeister Island Cape Seniavin The two videos below highlight the experiences of our scientists as they set up cameras for the 2011 summer season. VIDEO: Round Island Join our researchers as they head out to Round Island to place the first set of cameras. (3 minutes) Video Transcript How did you travel to Round Island? There was a lot of planning necessary before we could travel to Round Island. Round Island is very remote, and we had to make sure that we had all the equipment and materials that we would need to set up the cameras. If we forgot something, we wouldn’t be able to run back and get it. For our travel out there we had to schedule multiple flights and work with partners and other scientists to make travel plans. Once all the planning was done, we drove from Seward to Anchorage and then got on a small plane and flew from Anchorage to Togiak. We flew on the same plane that delivers groceries for the store. The town of Togiak is located at the head of Togiak Bay, which leads out into Bristol Bay. It lies in the Togiak Wildlife Refuge and is the gateway to the Walrus Island Game Sanctuary. Togiak is a small traditional Yup’ik Eskimo village with a fishing and subsistence lifestyle. We spent the night in Togiak in a U.S. Fish & Wildlife bunkhouse, and then took a helicopter to Round Island. The helicopter could fit the pilot, two people and our gear, but it was a tight squeeze. Some of our gear had to be tied to the outside of the helicopter so we could make it out in one trip. The helicopter was an amazing way to see Bristol Bay and Round Island. You can see the steep cliffs and rocky beaches of Round Island. These cliffs are one of the reasons that we picked Round Island to set the cameras up on, as they would give us a good vantage point over the walruses. You can also see the cabin where we would spend three nights while we were setting up the cameras. Once we had unloaded all of our gear and got set up in the cabin, it was time to get to work. We walked the length of the island, about two miles, to pick the best camera site that would allow us to capture the walruses on their haulout and the surrounding area. We then had to carry all the camera equipment to the site we chose. Some of the materials, like the car batteries and all the tools, were very heavy. The whole process took about twelve hours to set up one of the camera pairs. There are several haulouts on Round Island. We chose two sites to monitor: we put cameras at First Beach and West Main Beach.   VIDEO: Cape Seniavin Learn about the researchers’ next adventure: placing remote cameras on Cape Seniavin. (1.5 minutes) Video Transcript How did you travel to Cape Seniavin? Just like Round Island, we had to spend time planning and preparing for the trip to Cape Seniavin. This time we flew from Anchorage to a town called King Salmon. King Salmon is a small town of about 400 people on the western Alaska Peninsula. It’s located at the Naknek River about 15 miles from Bristol Bay. Instead of a helicopter we took a small fixed-wing plane from King Salmon to Cape Seniavin. We flew over King Salmon and the Naknek River. As we approach Cape Seniavin, you can see the steep sandy bluffs and the beaches below. Like the cliffs on Round Island, the bluffs provide a great vantage point to set up the cameras to view the walrus haulout. No one lives at Cape Seniavin, and there is no landing strip. We landed right on the beach, with the waves crashing next to us. It was beautiful, but it does give you an idea of how remote we were. This time we had to carry all the equipment up the steep bluff to the spot where we wanted to place the cameras. Then we picked a good site for installing the cameras and got to work. We only chose one site at Cape Seniavin. The whole process this time took about eight hours to set up the cameras. We were much faster the second time around. Once the cameras were up and we had tested them, it was time to leave. Just like at Round Island, the cameras will stay up all summer watching the walrus, and in the fall we will travel back and pick them up. Then next spring we get to do it all over again. With their cameras in place, data collection began! Since the scientists were trying to observe walrus disturbances, it was very important that they not disturb the walrus during the actual study. For this reason, they visited the Bristol Bay haulouts in early spring and late fall, when the walrus were not present. This meant many months of images were recorded! Watch the two videos below to learn about the camera timing systems and what the researchers hoped to capture on film. VIDEO: TAKING Pictures Jll Prewitt describes how often the cameras are taking pictures and how the researchers chose to take pictures at those times.  (1.5 minutes) Video Transcript How often are these cameras taking pictures? We’re going to end up with a lot of pictures, because we’re limited just by the camera card size, but we’re trying to take them as often as possible. In the early morning hours they’re just going to be taken once an hour from 6am to 10am, then at 10am they’re actually taking pictures once a minute. And then in the later evening hours they’re being taken – from 6pm to 10pm – once an hour again. And the reason why we wanted to take them once a minute during the majority of the time is to be able to actually detect a disturbance. So, if we were just taking them once an hour all day, we might just, you know, in one picture have 300 walrus, and then in the next picture have zero walrus and we don’t know why. But if we’re taking them once a minute we might be able to actually see a vessel go by, or a plane land, or something else happen and all of the herd disperse or abandon the haulout all at one time, so we wanted that fine scale, once a minute. So there will be thousands of pictures at the end of the summer. VIDEO: COLLECTING Data Jill Prewitt explains what information she’ll be collecting from the pictures. (1 minute) Video Transcript What data are you collecting from these pictures? So what we’re recording, what we’re looking at primarily, is presence or absence of walrus in the picture. If we see walrus, what we’re going to try to do is count them as much as possible. Then we’ll take a look closely at the herd and see if we can detect any juveniles, especially calves, in the pictures, so we can get kind of an idea of who’s using that haulout. And then disturbance of course is one of our biggest questions, so we’ll be looking at the behavior. Whenever there’s walrus in the picture we’ll be looking at them serially, looking at them one after another, to detect whether walrus are reacting to disturbances such as lifting their head, moving, shifting around, or completely abandoning the haulout, and what might be causing that. So what data did these cameras really capture? What did Dr. Polasek and her team learn? Click "Results" to find out!      

Donate DonateDonate   Donate     BBWebsiteComponent.goalMeter('renxt', 'p-3Wba-LFiGkm-LNS_YH9QNg', '43c107a6-18e8-47dc-b15e-53f4429dbcd8', 'usa', 75)     BBDonorFormLoader.newBlackbaudDonationFormZoned('tcs', 'p-3Wba-LFiGkm-LNS_YH9QNg', '000f8ac0-36d4-4053-95a1-2fee011f4e6b', 'usa')Become a Member of the Alaska SeaLife Center and you will support research, education, and wildlife response programs Member Benefits Unlimited free admission to the Alaska SeaLife Center for a year from the day you register Digital Membership cards 20% Discount on guest admission 20% Discount on Center tours and encounters 10% Discount on retail prices in the Discovery Gift Shop Exclusive email announcements and discounts on special events Reduced admission at other zoos and aquariums through the AZA Reciporcity Program Children 2 years and younger always admitted free. Choose the membership level that fits you best! Standard Memberships, Family Memberships, or Giving Circle Memberships     Standard Memberships Individual $70 One named member Individual Plus $115 One named member and one guest per visit Dual $115 Two named members Dual Plus $160 Two named members and one guest per visit Trio $160 Three named members Join / Renew     Family Memberships* Family $175 Two named members and eligible children and/or grandchildren Family Plus $220 Two named members and eligible children and/or grandchildren and one guest per visit Family Trio $220 Three named members and eligible children and/or grandchildren Family Quad $265 Four named members and eligible children and/or grandchildren Join / Renew *Family levels include the primary member's dependent children ages 17 and younger (and/or grandchildren ages 17 and younger) Giving Circle Memberships SeaLife Associate $300-$499 Complimentary Family Membership Four one-time use guest passes Join / Renew SeaLife Advocate $500-$999 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update Join / Renew Steller Partner $1,000-$2,499 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Join / Renew Steller Guardian $2,500-$4,999 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Invitation to quarterly VIP virtual programs Join / Renew Steller Patron $5,000-$9,999 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Invitation to quarterly VIP virtual programs Breakfast or lunch with the CEO Join / Renew Steller Champion $10,000+ Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Invitation to quarterly VIP virtual programs Breakfast or lunch with the CEO Keeper for a Day, a 5-hour program for one or two people with minimum age of 16 Join / Renew

Become a Member of the Alaska SeaLife Center and you will support research, education, and wildlife response programs Member Benefits Unlimited free admission to the Alaska SeaLife Center for a year from the day you register Guaranteed entry on arrival – No Reservations Needed Digital Membership cards 20% Discount on guest admission 20% Discount on Center tours and encounters 10% Discount on retail prices in the Discovery Gift Shop Exclusive email announcements on special events Reduced admission at other zoos and aquariums through the AZA Reciprocity Program     Choose the membership level that fits you best! Standard Memberships, Family Memberships, or Giving Circle Memberships Standard Memberships Individual $70 One named member Individual Plus $115 One named member and one guest per visit Dual $115 Two named members Dual Plus $160 Two named members and one guest per visit Trio $160 Three named members Join / Renew     Family Memberships* Family $175 Two named members and eligible children and/or grandchildren Family Plus $220 Two named members and eligible children and/or grandchildren and one guest per visit Family Trio $220 Three named members and eligible children and/or grandchildren Family Quad $265 Four named members and eligible children and/or grandchildren Join / Renew *Family levels include the primary member's dependent children ages 17 and younger (and/or grandchildren ages 17 and younger) Giving Circle Memberships SeaLife Associate $300-$499 Complimentary Family Membership Four one-time use guest passes Join / Renew SeaLife Advocate $500-$999 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update Join / Renew Steller Partner $1,000-$2,499 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Join / Renew Steller Guardian $2,500-$4,999 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Invitation to quarterly VIP virtual programs Join / Renew Steller Patron $5,000-$9,999 Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Invitation to quarterly VIP virtual programs Breakfast or lunch with the CEO Join / Renew Steller Champion $10,000+ Complimentary Family Membership Eight one-time use guest passes Invitation to an annual virtual CEO update An exclusive VIP tour of the Center for four Invitation to quarterly VIP virtual programs Breakfast or lunch with the CEO Keeper for a Day, a 5-hour program for one or two people with minimum age of 16 Join / Renew

Seward, Alaska (February 8, 2018) – The Alaska SeaLife Center (ASLC) is pleased to announce the recipients of the 2018 Alaska Ocean Leadership Awards. These awards are given annually to individuals and organizations that have made significant contributions to the awareness and sustainability of the state’s marine resources. The Alaska SeaLife Center appreciates the support provided by the award sponsors and thanks the awards committee members: Jason Brune, Lisa Busch, Ian Dutton, Dale Hoffman, and Molly McCammon for their assistance in selecting the award recipients. These awards were presented at the Alaska Marine Gala on February 3, 2018 at the Dena’ina Center in Anchorage, Alaska. The following are the 2018 Alaska Ocean Leadership Award winners: Mead Treadwell received the prestigious Walter J. and Ermalee Hickel Lifetime Achievement Award. The late Governor Walter J. Hickel and his wife Ermalee endowed this award for 10 years to recognize individuals who have made exceptional contributions to the management of Alaska’s coastal and ocean resources for more than 20 years. Mead Treadwell has been one of the most influential Alaska ocean leaders of the past 30 years. From his early career experience responding to the Exxon Valdez oil spill on behalf of the City of Cordova and as Deputy Commissioner of the Alaska Department of Environmental Conservation, to his service on the boards of the Oil Spill Recovery Institute and the Prince William Sound Science Center, and to his more recent roles as Chair of the United States Arctic Research Commission, Lieutenant Governor of Alaska, and as a business leader catalyzing international fisheries partnerships, Mead has demonstrated remarkable vision and helped ensure a strong science and education base for ocean management in Alaska. He has also been a leader in Alaska’s efforts to build circumpolar cooperation through the Arctic Council and through his active involvement in numerous Arctic policy-focused organizations including the Institute of the North, the Aspen Institute, the Hoover Institution at Stanford University, the Arctic Circle, and the World Economic Forum’s Global Action Council on the Arctic. He is always open to work with diverse stakeholders and has been a proactive supporter of innovation and pan-Arctic partnerships. Mead has been a tremendous advocate for our oceans and champion for Alaska’s ocean industries, ocean dependent communities and ocean research and education institutions. Major Marine Tours received the Stewardship and Sustainability Award. This award is sponsored by Jason Brune, and honors an industry leader that demonstrates the highest commitment to sustainability of ocean resources. Major Marine Tours applies environmentally friendly practices, by using environmentally friendly cleaning solutions on their vessels and by outfitting their vessels with emission reducing and fuel saving engines. In 2016, owner Tom Tougas was awarded the Business Energy Efficiency Leader of the Year Award from the Seward Alternative Energy Group. A current member of the Board of Directors of the Alaska SeaLife Center, Tougas invites guests to donate to the ASLC at the time of booking to raise funds for their Wildlife Response Program. They also conduct other fundraisers, and have assisted the ASLC in the release of rehabilitated wildlife from their vessels. Major Marine Tours is an active participant in Whale SENSE, a voluntary education and recognition program, committed to responsible whale watching practices. Major Marine Tours also partners with the National Park Service and the National Forest Service to promote environmental education through their onboard Park Range narration and Junior Ranger Program, helping guests from all over the world learn about how to better care for our marine environment and coastlines. Kyrstyn Kelly received the Hoffman-Greene Ocean Youth Award, which is sponsored by Dale Hoffman. The award honors an individual or team of Alaskan youth ages 12-19 who has displayed a dedication to promoting the understanding and stewardship of Alaska’s oceans. As a freshman at Colony High School, Kyrstyn joined the Alaska Youth for Environmental Action (AYEA) to learn about ways to advocate for Alaska’s environment. In 2015, she was an intern for the Center for Alaska Coastal Studies in Homer, where she gained experience working in the fields of environmental education and environmental science. At the Center for Alaska Coastal Studies, she helped with research, tours, and other aspects of protecting our oceans. Kyrstyn is a member of the board of the Alaska Center Education Fund. She is a passionate advocate for research and the health of our oceans and shows an eagerness to expand her understanding of marine and environmental issues. She has attended and presented at the Alaska Forum on the Environment for three years in a row. Last summer, Kyrstyn traveled to Washington, D.C. to meet with the Alaska delegation and urge funding for vital programs for our oceans and coasts including the Village Safe Water program. She has participated in the state Science Olympiad program in events such as ecology, hydrogeology, and invasive species. Kyrstyn is the Colony High School Senior Class Secretary, has been a member of the Key Club since her freshman year, and is an avid skier. Paula Cullenberg received the Marine Science Outreach Award. This award is given to a person, team or organization that has made an outstanding contribution to ocean literacy via formal or informal education, media or other communications. It is sponsored by the Alaska Ocean Observing System. Paula Cullenberg is the Director of Alaska Sea Grant, a University of Alaska Fairbanks-NOAA partnership with offices across coastal Alaska. Paula has brought over 35 years of service, vision, and skill to Alaska, its coastal communities, and the marine resources we all depend on. Paula first came to the state in the late 1970’s serving as an observer on a Russian trawler in the Bering Sea. She then traveled to villages in western Alaska as the first extension agent for the Bering Sea Fishermen’s Association. She continued her career working as an aide for interior legislator Kay Wallis, as a subsistence advocate for the Tanana Chiefs Conference and as a Sea Grant Marine Advisory agent in Bristol Bay. At the University of Alaska, Paula directed the Fishery Observer Training Center at UAA and joined Alaska Sea Grant in 2002 working as a coastal communities specialist and ultimately director of the program. Paula has provided well-respected leadership of Alaska Sea Grant, whose passionate and talented Marine Advisory faculty and staff help Alaskans understand and responsibly use our marine resources. Paula established the Alaska Sea Grant State Fellowship program which links newly completed graduate students with state and federal agencies. In 2015, Paula worked to create the Alaska Maritime Workforce Development Plan for the State of Alaska. She has also initiated an innovative school grant program that has invested more than $100,000 in marine and watershed education programming in schools around the state. She and her family fish commercially in Bristol Bay and just completed their 30th salmon season last summer. Dr. John “Craig” George was selected toreceive the Marine Research Award, sponsored by Drs. Clarence Pautzke and Maureen McCrea. This honor is given to a scientist, team of scientists, or an institution that is acknowledged by peers to have made an original breakthrough contribution to any field of scientific knowledge about Alaska’s oceans. A Senior Wildlife Biologist for the North Slope Borough, Craig George has lived in UtqiaÄ¡vik (formerly called Barrow) since the late 1970’s. His presence in the Arctic and among Iñupiat hunters and elders has given Craig a unique perspective that has been extremely helpful for wildlife conservation and for protecting subsistence hunting opportunities. Craig has helped establish a meaningful process where combining traditional knowledge and western science has improved our understanding and management of the Arctic environment. Craig’s studies, numerous publications, and technical reports have been especially helpful in managing the subsistence hunt of bowhead whales at local, national, and international levels. He has improved knowledge about many aspects of the biology of bowheads, including physiology, energetics, foraging, survival, and reproduction. Because of Craig’s commitment we know more about bowhead whales and how they use the ocean than just about any other marine mammal in the world. Craig’s most noteworthy contribution to biological science is providing evidence that bowhead whales live up to 200 years and are likely the longest-lived mammal. The son of a well-known children’s book author and a professor of Wildlife Management, Craig attributes his achievements by being persistent, working with a diverse group of people, being curious, and recognizing the value of local knowledge. V Rae is this year’s recipient of the Ocean Ambassador Award. The Ocean Ambassador Award recognizes an individual or organization that has made outstanding contributions in promoting public awareness and appreciation of Alaska’s oceans, coasts, and marine ecosystems. V Rae’s images at the Alaska SeaLife Center are not only gorgeous and captivating, they light the way for our deeper respect and love for Alaska’s marine animals. Her work adorns many homes and offices in Alaska and beyond. V’s overall impact is to inspire and excite all of us in our understanding, knowledge, and stewardship of Alaska’s living marine resources. But she is also a direct, fantastic benefactor to the Alaska SeaLife Center, by her many donations of breathtaking artwork for our Gala auction. Each year a portion of V’s work is dedicated to wildlife preservation efforts that protect and sustain the natural tension between subsistence and conservation unique to Alaska and Hawaii, as well as non-profit humanitarian outreach. About the ASLC Opened in 1998, the Alaska SeaLife Center operates as a private, non-profit research institution and public aquarium, with wildlife response and education programs. It generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org.  

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Developing a research project proposal is hard work. In order to receive funding for their project, scientists must be able to explain what they hope to learn and why their proposed question is worth answering. For Antarctic research, scientists must have their project selected by the National Science Foundation (NSF), which coordinates all United States research in Antarctica. As you can imagine, it's a competitive application process! In 21st-century science, it's all about collaboration. The NSF knows that scientific discoveries are made when scientists with different skills team up to answer a question. Dr. Jo-Ann Mellish and her colleagues, Dr. Horning and Dr. Hindle, agree. This team of physiologists have worked together before and value the expertise each individual brings to the group. Without Dr. Horning's special knack for engineering instruments, Dr. Hindle's expertise in modeling data, or Dr. Mellish's skill at assessing animal health, this project would never have made it past the proposal stage. In addition to the benefit of varying skill-sets, working as a team gives scientists a chance to bounce ideas off one another. Talking about ideas leads to better research questions - and to successful collaborations like this one, carried out with support from the National Science Foundation (award #1043779). VIDEO: RESEARCH QUESTIONS Dr. Allyson Hindle explains the team's research questions for the Weddell seal project. (1:23) Video Transcript Dr. Allyson Hindle: “ My name is Allyson Hindle, and I’m a post doctoral researcher. I’m one of the Co-PI’s (Co-Principal Investigators) on this project. I work with a lot of the data on the back end. “One of the questions that we asked was whether changing sea ice conditions might have an impact on seals that depend on the ice. One of the first things that we needed to do, and really the central piece to this project is to look at how much it costs: How much energy does it cost a seal to stay warm in the water compared to on the ice? So in cold water, or in cold air. “I’m an animal physiologist, so I’m interested in the processes that help an animal function, the internal biology of the animal. All of those internal processes help animals do different things that are necessary for survival, like digesting food, staying warm (thermoregulation), contraction of their muscles so that they can swim, all those types of things. “I’m really interested in taking our data and trying to get as many numbers as I can for all of those biological, physiological processes, and then putting it together so that we can make some estimates and predictions about how these animals will live if the environment changes.” Understanding how changes in sea ice cover will impact polar seals hinges on a broader understanding of how different conditions change a seal's ability to thermoregulate. People have known for a long time that water and air have very different physical properties. One difference is in the way that water and air conduct heat. Scientists have calculated that water pulls heat away from a seal's body as much as 4.5 times faster than air. Brrrr! Knowing this, Dr. Hindle and the team believe that polar seals' ability to thermoregulate will be negatively affected if changing sea ice conditions alter the way these species budget the time they spend on ice and and in water. Further, the team hypothesizes that changes in sea ice will affect some animals more than others. They expect that larger animals with more blubber will have a greater buffer against environmental change, while smaller, leaner animals may face more challenges. VIDEO: RESEARCH METHODS Dr. Jo-Ann Mellish describes why McMurdo Sound's Weddell seals were the perfect population to study to test the team's hypotheses. (1:33) Video Transcript Dr. Jo-Ann Mellish: “Weddell seals were perfect for this project because we have an enormous size range to work with. We’ve got weaned pups all the way up to adult females. Not only do we have this body mass range, but during the breeding season we can also get animals that are in really good condition, so one size and really, really fat and those are our weaned pups. “We can get the same size animal that’s really, really lean and that’s our first year or second year juveniles, who are about the same size but they’ve just had their first year of foraging by themselves and they’re not quite as chunky. “Then we’ve got adult females who are enormous. Some of these females are back just to breed, they don’t have a pup that year so they are in ridiculously good health, they have more blubber than you can shake a stick at! Then you’ve got these other females that are the same frame size, but they just finished supporting a pup for the last four to six weeks. So there can be a 100 kilogram (220 pounds) difference in two animals of the same age and the same frame size. So we’ve got big and small, and lean and fat. We've got these four groups of animals that we can look at differences in how they forage, differences in how much energy they burn in a day, and differences in what kind of buffer they might have to adapt to a changing environment.“ In order to test their hypotheses, the team needed to develop a plan. Among the questions they needed to answer were: How would they determine which seals to study and what tools would they use to study the seals once they'd chosen them? These challenges had to be carefully considered before the team traveled to the ice. After all, once you board the plane for Antarctica, there’s no going back for something you forgot!       WHO IS STUDYING SEALS?   PHYSIOLOGIST (n) - a biologist who studies the processes that help living things function   COLLABORATION (n) - the action of working with others to do or create something   ENGINEER (v) - to design or build something   MODEL (n) - in science, a representation of data that makes something easier to quantify, predict, or understand   THERMOREGULATION (n) - the ability to maintain a constant body temperature under changing conditions   DATA (n) - values for something measured   HYPOTHESIZE (v) - to propose an anwer to a scientific question   BLUBBER (n) - an insulating fat possessed by many marine mammals    

The Alaska SeaLife Center (ASLC) is saddened to share that Mist, a two-and-a-half-year-old Steller sea lion, unexpectedly passed away on January 23, 2023. The reason for her death is currently unclear. She appeared to experience seizure-like tremors and passed away within minutes of the episode. This is a heartbreaking loss for both the ASLC staff and the entire community.    The incident occurred January 23 while Mist and three other Steller sea lions were socializing in a new group setting. To mimic natural and social behaviors in the wild, Steller sea lion groupings change regularly at the ASLC, and staff always monitor animals in new situations closely. The introductions went well, and the animal care staff noted play and normal social behaviors throughout the morning.    Mist’s seizure-like tremors began suddenly and seemed unprompted. Due to the close monitoring protocol that day, an ASLC Mammalogist noticed the tremors as soon as they began and responded immediately. The other three Steller sea lions were shifted to another habitat so veterinary and animal care staff could tend to Mist safely. Though these staff arrived within minutes, Mist had unfortunately already become unresponsive.   A necropsy was performed the next day, but no immediate findings could explain the seizure-like tremors. Additional tissue samples were collected at the necropsy, and it could take several weeks for the samples to be processed and analyzed. Although ASLC staff are hoping for answers, the tests may never reveal the ultimate cause of her death.   Mist was born on June 26, 2020, to ASLC Steller sea lions Mara and Pilot. Mist was Mara’s first successful pup and the fifth successful Steller sea lion birth in the history of ASLC. Dr. Carrie Goertz, Director of Animal Health at the ASLC, recalls the special moments leading up to Mist’s birth in 2020, which  was featured on the second season of NatGeo WILD’s Alaska Animal Rescue.   “Waiting for Mist to be born is my most impactful memory of my time with her. It dominated my life in the early days of the COVID-19 pandemic. When she was born, it was such a joyous event in a crazy world and a crazy time,” said Goertz.    Many ASLC staff members watched Mist grow up, and she became an instant favorite for many guests visiting the ASLC.    “Mist was an animal who touched you immediately with her playful, clever, gregarious personality, and she was quickly a favorite for staff and guests alike. She was a bubbling force of energy and inquisitiveness with a nearly unrivaled level of potential, possessing a balance of intelligence, patience, and cleverness that was uniquely amazing to behold in one individual,” said Michelle Hanenburg, ASLC Mammal Curator.   Since the announcement of Mist’s passing, ASLC Staff members and Seward community members have offered moving tributes, memories, and condolences on a number of online platforms. ASLC Mammalogist Shelby Burman shared her own touching statement:   “I spend more time with these animals than my family, and losing one is unexplainable. I know every small child in the town of Seward will be saddened by this loss as well. To all the animal caregivers in this world, I see you and I feel you. This is the absolute worst part of this job."   The Alaska SeaLife Center is one of only three aquariums in North America that house Steller sea lions. Every Steller sea lion contributes to the understanding and knowledge base of their important species, making the loss of this two-and-a-half-year-old impactful for the entire population.    Update as of March 26, 2023: Unfortunately, a thorough necropsy did not lead to any concrete answers of what caused her seizure. A microscopic examination of Mist's tissues (known as a histopathology report) also did not reveal a cause. Not having a clear answer is incredibly hard for the ASLC staff. We will continue to explore possibilities with professional colleagues, but we may never know what caused her episode. We thank you all for your support over the past few weeks as we mourn the loss of an incredible animal.      About Steller Sea Lions Steller sea lions are the largest member of the eared seal family. The species ranges across the northern Pacific Ocean, from Japan through the Aleutian Islands and southeast Alaska to northern California. Divided into eastern and western regions, the western population is currently listed as endangered, while the eastern population was delisted in 2013 following notable recovery and significant conservation efforts.    

Seward, Alaska (January 24, 2020) – The Alaska SeaLife Center (ASLC) is pleased to announce the recipients of the 2020 Alaska Ocean Leadership Awards. These awards are given annually to individuals and organizations that have made significant contributions to the awareness and sustainability of the state’s marine resources. The Alaska SeaLife Center appreciates the support provided by the award sponsors and thanks the awards committee members (Betsy Baker, Jason Brune, Lisa Busch, Dale Hoffman, Molly McCammon, Robert Suydam) for their assistance in selecting the award recipients. These awards will be presented at the in Anchorage Alaska Marine Gala on February 8 at the Dena’ina Center and/or at the Alaska Marine Science Symposium on January 27-31. The following are the 2020 Alaska Ocean Leadership Award winners: Molly McCammon will receivethe prestigious Walter J. and Ermalee Hickel Lifetime Achievement Award. The late Governor Walter J. Hickel and his wife Ermalee endowed this award for 10 years to recognize individuals who have made exceptional contributions to the management of Alaska’s coastal and ocean resources for more than 20 years. Molly has worked tirelessly to promote the long term sustainability of Alaska’s coastal and ocean resources, and find creative solutions to meet the needs of Alaskans. Molly came to Alaska in 1973, first as a reporter covering a variety of natural resource issues, then homesteading in the Brooks Range, and later working in various fields in state government. Her service to marine conservation began in 1984 as a legislative aide working on the wild fishery stock priority policy and the new community development quota program. At the Alaska Department of Fish & Game, Molly worked on salmon management issues and on legislation strengthening Alaska’s response and prevention efforts following the Exxon Valdez oil spill. From there, Molly served as Executive Director of the Exxon Valdez Oil Spill Trustee Council for nine years. As Executive Director, Molly managed the largest research and monitoring program in the state, with one of her many accomplishments being the installation of annual, multi-disciplinary conferences focused on marine research. These conferences were initially funded by EVOS, and over time, have evolved into the annual Alaska Marine Science Symposium that continues today. Her leadership and work for the Trustee Council directly contributed to many significant research programs that provided a comprehensive understanding of marine ecosystems of Prince William Sound, creating a baseline for evaluation of any future oil spills as well as the dramatic changes in the ocean we are seeing now. In 2003, Molly organized and launched the Alaska Ocean Observing System where she continues to serve as its Executive Director.  Molly has direct involvement in the actual development and running of regional coastal and ocean observations systems. She has taken a leading national role in developing the Integrated Ocean Observing System on a regional level and established the national IOOS Association. Throughout her career, Molly has worked effectively for positive solutions that meet the needs of Alaskans, and, at the same time, foster the conservation and wise use of Alaska’s natural resources, especially its fisheries. Her contributions have made a lasting difference for marine conservation in Alaska. Alaska Wildland Adventures will receivethe Stewardship and Sustainability Award. This award is sponsored by Jason Brune, and honors an industry leader that demonstrates the highest commitment to sustainability of ocean resources. Since 1977 and under the leadership of Kirk Hoessle, Alaska Wildland Adventures has operated natural history tours exclusively in Alaska, providing high quality, interactive experiences in wild Alaska. At the heart of this company’s culture is the strong respect for the environment and unique native heritage of Alaska. AWA recently celebrated its 10th year of operation of the Kenai Fjords Glacier Lodge, which was born from a collaborative partnership with Port Graham Native Corporation. The lodge was created to support community goals of the corporation’s Native residents while also creating an environmentally-conscious lodge to host small groups of Alaskan tourists each summer. It is a solid example of positive stewardship and sustainability in Alaska, from its low impact construction methods, to working with local government agencies to create and maintain the Pedersen Lagoon Wildlife Sanctuary that protects native flora and fauna, to supporting the local marine community of Seward. Alaska Wildland Adventures puts a strong emphasis on hiring, shopping, and transporting locally which contributes to the sustainability of the Seward community. Dr. Switgard Duesterloh will receive the Marine Science Outreach Award. This award is given to a person, team or organization that has made an outstanding contribution to ocean literacy via formal or informal education, media or other communications. It is sponsored by the Alaska Ocean Observing System. Dr. Switgard Duesterloh created the Ocean Science Discovery Lab in Kodiak in 2009 and has run several programs for students grades 3-12. She offers science summer camps in Kodiak Island villages and in the city of Kodiak. Her programs include a diverse study of marine biology from food webs to sea otter ecology to sea star experiments, dissections, oil spill history and response, various oceanography experiments, and more. Dr. Duesterloh is inclusive and creative with her students. During the past year she has partnered with the Island Trails Network, a local nonprofit that does beach cleanups throughout Kodiak. She works tirelessly to raise awareness of the problems associated with plastic pollution. Currently, she is organizing a spring Whale Festival, a program inviting the community to partake and recognize Kodiak’s unique position in whale migrations. She also writes a column in the Kodiak Daily Mirror, educating the community about life in the ocean. This year, the Awards Committee named two recipients for the Marine Research Award: Carin Ashjian and the Alaska Beluga Whale Committee.  This award issponsored by Drs. Clarence Pautzke and Maureen McCrea. This honor is given to a scientist, team of scientists, or an institution that is acknowledged by peers to have made an original breakthrough contribution to any field of scientific knowledge about Alaska’s oceans. Carin Ashjianhas contributed important insights to marine research and significantly advanced leadership in shaping marine science programs in the Arctic and Bering Sea for the past two decades. Her substantial expertise in oceanography, zooplankton ecology, and biological-physical interactions focusing on Arctic and sub-arctic regions has advanced our understanding of these systems, and how lower trophic levels respond to the physical environment and connect to higher trophic levels. One specific example of her boundary-straddling work is her decade-long work around UtqiaÄ¡vik where she and her colleagues Steve Okkonen and Bob Campbell focus on the oceanographic mechanisms that produce a favorable feeding environment for bowhead whales, a species of imminent subsistence and ecological value. Carin has worked to communicate the results of her research to Alaskan coastal communities and local hunters. Carin has been published in top-ranking journals and has made continued significant contributions to Arctic and sub-arctic marine science. That her work and expertise is well-known and important beyond regional scales is exemplified by her involvement in international programs, most recently the interdisciplinary MOSAiC program that explores Arctic processes throughout an entire year on a ship-based platform frozen into the sea ice. The Alaska Beluga Whale Committee (ABWC) serves as the co-management partner with the National Oceanic and Atmospheric Association for four stocks of belugas in western and northern Alaska. Since its creation in 1988, the committee has encouraged and promoted the conservation and informed, sustainable management of beluga whales through collaboration of Alaska Native subsistence hunters, biologists, and agency managers. They have initiated and continue management of this important resource and conduct scientific research on belugas to address management needs. At the time the ABWC was formed, there was little precedent for hunters and scientists working together. Now the committee brings representatives from beluga hunting communities in Alaska; local, state, tribal and federal governments; and beluga researchers together to discuss management and conservation issues, the biology of belugas, and the needs for additional information. Because of this committee, there is now information on the annual harvest of belugas since 1988, population estimates, satellite tracking of belugas, and sampling for genetics from approximately 2,500 beluga whales. The information and transparency shared by the ABWC provide assurances to Alaska, the U.S., and the international community that belugas in western and northern Alaska are being well managed.  Fran Ulmeris this year’s recipient of the Ocean Ambassador Award. The Ocean Ambassador Award recognizes an individual or organization that has made outstanding contributions in promoting public awareness and appreciation of Alaska’s oceans, coasts, and marine ecosystems. Fran Ulmer’s legacy of public service spans over 40 years and is still going strong. Her achievements reflect an exceptional contribution to management of Alaska’s coastal and ocean resources, a commitment to community, and first-hand appreciations for Alaska’s unique people and resources. Fran has had a significant impact in terms of coastal and ocean public policy. As the first director of the Alaska Coastal Policy Council, she was instrumental in the early formation and development of Alaska’s coastal management program. As a mayor, legislator, and lieutenant governor, she advocated for responsible use of the marine environment by Alaska’s growing tourism and cruise industry, as well as commercial and recreational fisheries. She was a strong voice for the careful management of Pacific Ocean fisheries as a commissioner on the North Pacific Anadromous Fish Commission for over a decade. Her advocacy for enhancing relevant science and policy research as Chancellor of the University of Alaska Anchorage continues beyond Alaska, as a Visiting Professor at Stanford and now a Senior Fellow at Harvard. As chair of the U.S. Arctic Research Commission, she has ensured that the U.S. maintains a strong focus on marine research and has built collaborations with other nations across the Arctic to ensure that activities in the Arctic are conducted in an environmentally sustainable manner. Fran lectures internationally about the rapid changes happening in the Arctic, why people everywhere should care, and why conservation of our oceans is essential to everyone’s wellbeing. About the ASLC Opened in 1998, the Alaska SeaLife Center operates as a private, non-profit research institution and public aquarium, with wildlife response and education programs. It generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org.

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Many of the species of birds, mammals, and fish that live in Prince William Sound hunt for food far from shore. Gulf Watch Alaska scientists are working hard to understand the productivity of these offshore areas. But it’s more than just learning how much food is available. Understanding what might cause the amount of food to change from year to year can help scientists predict impacts on the animals that depend upon offshore resources of the Gulf of Alaska. Productivity is influenced by a lot of factors: temperature (both air & water), salinity, tides, currents, rain, wind, the sun, water turbidity and, especially, the amount of plankton. These factors are also called environmental drivers and drivers are key indicators of the overall status of the Gulf of Alaska. Five Gulf Watch Alaska projects are collecting long-term physical and biological data. Several of the Environmental Drivers projects even pre-date EVOS. Some already have up to 30 years of data! Scientists are using this data to answer the following questions: • How exactly does the Gulf of Alaska ecosystem function? • What are the climate trends? • What is the influence of environmental drivers on the recovery of species impacted by the oil spill? Click on the images below to learn about the tools that researchers use to sample environmental drivers. Monitoring marine plankton is central to the Environmental Drivers research. Phytoplankton are the primary producers of the sea. Just like larger plants, they convert sunlight and carbon dioxide into energy. Zooplankton are the primary consumers of the sea. They feed on the phytoplankton. Zooplankton are a critical food source for a lot of marine animals. Watch the video below to learn more about plankton! VIDEO: Introduction to Plankton "Plankton" (on Vimeo). Plankton are a multitude of living organisms adrift in the currents. Our food, our fuel, and the air we breathe originate in plankton. From the Plankton Chronicles series by Christian Sardet (CNRS), Sharif Mirshak and Noé Sardet (Parafilms). (2:02) Video Transcript “Plankton” comes from the Greek word planktos, which means “wandering.” Any living creature carried along by ocean currents is classified as plankton. It ranges in size from the tiniest virus to siphonophores (the longest animals in the world) and also includes microscopic algae, krill or fish larvae. Some plankton, like these salps, drift all their lives; others, like mollusks and fish, are only planktonic during their embryonic or larval stage. When they reach adulthood, they settle or swim freely. Planktonic organisms play important roles in human life. Many microscopic species get their energy from photosynthesis. They absorb carbon dioxide and produce oxygen; thus, they constantly renew the air we breathe. Plankton has also been a great provider of fossil energy. When it dies it sinks to the sea bed. This layer of sediment has fossilized for more than a billion years, producing our precious oil. Finally, plankton nourishes us. It’s the basis of the food chain, in which the large eat the small. Without plankton there would be no fish. Scientists are using Environmental Drivers’ data to find answers to vital questions such as: • How do springtime conditions in the Gulf of Alaska influence the phytoplankton bloom? • How does this bloom of phytoplankton affect the numbers and location of zooplankton from year to year? The Continuous Plankton Recorder (CPR) is a tool made to sample plankton from ships sailing across the Gulf of Alaska. A CPR is designed to be towed from merchant ships as they follow their scheduled routes. These ships are not research vessels, but they use CPR instruments during their voyages to help researchers gather data. The cargo vessel Horizon Kodiak is one ship that tows a CPR northbound towards Cook Inlet about once a year. View the video below to discover more about the benefits of using CPR on vessels like the Horizon Kodiak. VIDEO: Continuous Plankton Recorder Sonia Batten describes the use of Continuous Plankton Recorders in the Gulf of Alaska. (1:53) Video Transcript Plankton are considered one of the environmental drivers, so they’re the link between what happens in the ocean – in terms of water chemistry, temperature, the water conditions – and the fish, because plankton respond to their environment really quickly, and fish feed on plankton and larger organisms feed on fish, so the plankton are the link between the oceanography and the fish. We know that plankton respond really quickly because they have life cycles that are really short, sometimes even days, but all of them less than a year or at least a year is the longest life cycle. So if changes happen in their environment they respond quite quickly, and you can see that in changes in their numbers, and the types of plankton and where they’re at. So by monitoring them it gives you a really rapid response to a change in the environment. In the early part of the twentieth century in the UK, it was kind of hard to know where to send the fishing boats, you know, where they were going to find the herring, and Alister Hardy invented this instrument that could be towed behind ships, measuring the plankton, and it’s called the continuous plankton recorder. Continuous because, rather than taking a sample as a snapshot across, it continuously samples the plankton as it goes. His idea was that if you could understand the food of the herring, the food of the fish, maybe you could predict where they were going to be and then send the fishing boats there. You would build a map, a bit like a weather map, of where plankton were and when they were, and then you could send the fishers. So that was his idea, back in the early part of the early part of the twentieth century. And it took a few years to get routine, but from the 1930s onwards they were using this instrument to do that – to build up a picture of plankton meteorology, basically.         Who is watching the Gulf?   Biological (adj): pertaining to the science of life or living matter   CTD (n): acronym for Conductivity, Temperature, Depth. An oceanography instrument that records the salinity (conductivity) & temperature at a prescribed depth of seawater   Consumer (n): a living thing that eats other living things to survive. It cannot make its own food.   Buoy (n): a fixed-in-place, floating device that can serve many purposes in the sea. The GAK1 Data Buoy is fitted with many different oceanographic instruments.   Physical (adj): pertaining to the properties of matter and energy other than those distinctly related to living matter   Phytoplankton (n): freely floating, often minute plants that drift with water currents   Plankton (n): organisms that swim weakly, or not at all, and drift with water currents   Primary producer (n): an organism that makes its own food from light energy or chemical energy   Salinity (n): the saltiness of a body of water   Zooplankton (n): freely floating animals that drift with water currents  

The ASLC’s Wildlife Response Program facilitates important research, provides disaster readiness, rescues and rehabilitates animals in need, and raises empathy and awareness for marine life across the globe. Your donation is vital in helping us continue and expand these mission objectives. When: Sunday, September 10 through Saturday, September 16, 2023 (ending at 8 p.m.) Every donation of $25 or more to the ASLC Wildlife Response Program will receive a limited edition sticker as a testament to your support! Check back for a donation link starting Sunday, September 10. As the only institution in Alaska authorized to rehabilitate marine mammals, the ASLC is the best hope of survival for many injured, stranded, and abandoned animals. Under the care of our wildlife response team, many species (including sea otters, seals, beluga calves, walrus calves, fur seals, and countless bird patients) have been given a second lease on life.   Our team also studies deceased marine animals to better understand the cause of death and gain insight into the health of Alaskan wildlife populations.   In addition to covering the live animal response and care during the ‘busy’ summer season from May to September, the Wildlife Response Program plays a critical role in responding to oil spills and other environmental hazards that may pose a threat to local wildlife. Our team remains in a ready state year-round to provide basic oiled wildlife care for affected animals, and deploy mobile treatment and rehabilitation enclosures. As climate destabilization threatens the health of our oceans and the life it harbors, the importance of our mission work grows. Continued funding bolsters our ability to address and respond to ocean changes as they occur, and ensures that irreplaceable arctic species (and the people that care for them) have a place in Alaska’s future. On behalf of the ASLC, our passionate wildlife response staff, and the ocean life they protect and nurture — we thank you for your donation.   Our program operates under permits and agreements issued by the National Oceanic and Atmospheric Administration (NOAA) and US Fish & Wildlife Service (USFWS).     International donations: please donate through our general donations page and select "wildlife response." This will still count towards the Roundup for Wildlife Response campaign!   Tune in for a week of inspiring wildlife response stories on the ASLC social media pages from September 10 - 16, 2023! Please follow us on social media to learn more about this important program and help sustain this incredible work for years to come.    Follow us on Facebook  Follow us on Instagram  Follow us on YouTube  

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()           Nearshore and benthic (bottom-dwelling) organisms are good gauges of change in the environment. Many are sedentary, sensitive to change, and easy to access for study. Scientists are usually more able to discover the source of change in this kind of habitat. Once those sources are found, they can identify and compare changes that are natural from those that are man-made. Click the image below to discover the different zones of the nearshore ecosystem. The Nearshore Ecosystems team collects data in the tidal areas. Researchers are focused on learning about the variety and abundance of the species living at sites in Prince William Sound, the outer Kenai Peninsula, and Lower Cook Inlet. This data will help scientists find answers for questions like: • Is the nearshore environment changing significantly from year to year? • Have resources in this environment recovered from the 1989 oil spill? If not, are there reasons other than the oil spill? • Are changes in offshore conditions also causing changes in the nearshore habitats? This project focuses on organisms that are considered crucial to the nearshore ecosystem’s health. One such key species is the black oystercatcher. These shorebirds are good candidates for monitoring projects because they have a long lifespan. Over that lifetime, the oystercatcher lives in and depends upon intertidal habitats. This is where they mate, nest, and raise their young. Even though black oystercatchers aren’t benthic animals, they eat a diet of creatures that are. Their menu of mussels, limpets, and chitons are easily effected by changes in the environment. If oystercatchers aren’t healthy, it probably means that something significant has happened to the shellfish that they eat. Click on the image below to learn more about the black oystercatcher, a critical species of the Nearshore Benthic Systems in the Gulf of Alaska project. Click the audio icon to hear the call of the black oystercatcher. Scientists, like the National Park Service’s Heather Coletti, are trying to address the following questions: • Are the numbers of black oystercatcher nests changing from year to year? • Is the number of eggs or chicks in each nest changing? • Are chicks supplied with the same variety and amount of food each year? • Does this data change from one location to another? Heather and her team monitor the habitat of black oystercatchers using a variety of methods, including the use of shoreline transects to survey nest sites and sample prey remains at oystercatcher nesting sites. VIDEO: Monitoring Nearshore Systems Heather Coletti describes her work studying black oystercatchers for the nearshore systems component of Gulf Watch Alaska. (1:50) Video Transcript The nearshore is that interface between the terrestrial system – land – and the oceans. And there are several influences from the ocean that meet at the nearshore and then we have anthropogenic and natural influences from the terrestrial, and in some heavily populated areas that’s pollution and runoff, and how the nearshore really is affected by all those influences. And it’s essentially where the densest human populations live, along the coasts. Our program is essentially monitoring the nearshore food web. So we start out at the sea grasses and algae, which are the primary producers of that system. And then we look at invertebrates – benthic invertebrates – whether it’s mussels, clams, limpets… And then we have surveys for higher trophic level predators, like your sea ducks, sea otters, sea stars. We monitor oystercatchers, which are a pretty charismatic shorebird that is essentially confined to the nearshore and the intertidal. They feed exclusively in the intertidal on benthic invertebrates. So that’s your mussels, your limpets, that’s their two primary food sources, but they’ll eat some barnacles and some worms. So we have several aspects of their biology that we are monitoring. The goal of any monitoring program is to look at change over time and understand change over time, what’s driving it and if there’s any way to predict what those outcomes may be. That’s ultimately the goal and we are in our first few years of monitoring, and right now looking at what the natural variation in these systems is like. That hasn’t been fully documented yet.       Who is watching the Gulf?   Abundance (n): the quantity or amount of something   Benthic (adj): pertaining to the seafloor and the organisms that live there   Data (n): values for something measured   Density (n): the number of inhabitants per unit of area   Distribution (n): the way in which something is spread over an area   Intertidal (n): the benthic shore area between the extreme reaches of high and low tides   Nearshore (n): the marine zone that extends from the high tide line to depths of about 20 meters   Organism (n): an individual life form   Prey (n): an animal taken by predators as food   Riparian zone (n): the area of land next to a lake, river, stream, or wetland   Subtidal (n): the benthic area below low tide that is covered by water most of the time and exposed briefly during extreme low tides   Tide (n): the alternate rising and falling of the sea at a particular place, due to the gravitional attraction of the moon and sun   Transect (n): a path along which scientists count animal populations and plant distributions    

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Before setting out to explore what's living within the Bering Sea's annual sea ice, scientists need to understand the sea ice itself. The first important step is to understand how sea ice forms. When we think of the world’s oceans, we usually imagine large bodies of blue-green salt water. However, in the polar regions of our planet, conditions can be so cold that the surface of the ocean freezes. This happens when cool air temperatures and wind combine to chill the top layer of seawater to less than 28.8°F (-1.8°C). Take a look at the videos below to learn more about how sea ice forms and how it fits into the Bering Sea ecosystem: VIDEO: THE SCIENCE OF SEA ICE This video explains how sea ice differs from ice formed on fresh water lakes and describes why sea ice is an important part of the Bering Sea ecosystem. (1:55) Video Transcript Salt water and fresh water have very different physical properties.  You may have noticed one example of this already- seawater freezes at a cooler temperature.    This is because of the dissolved salt that makes sea water salty. When ocean water freezes, only the fresh water forms ice crystals leaving the salts behind in concertrated liquid droplets called brine. As the water continues to freeze, the brine droplets grow and accumulate to form tiny passageways called brine channels. So instead of being solid like an ice cube, sea ice is laced with these little brine channels that are filled with extremely salty water.  Because sea water freezes at a lower temperature than fresh water, sea ice can only exist in very cold locations.  The National Snow and Ice Data Center estimates that only about “15% of the world’s oceans are covered by sea ice during part of the year”.  Most of this sea ice is in the Arctic Ocean and the Southern Ocean surrounding Antarctica.  Some areas of the ocean are covered with sea ice all year, while in other areas sea ice is only present during the coldest months of the winter. The Bering Sea is an example of a region that only has sea ice during part of the year.  Arctic sea ice begins to grow in September, extending South into the Bering Sea as the winter continues.  The maximum sea ice extent is in March, and in the spring ice begins to melt away.  Plants, wildlife and humans all rely on the timing of the Spring sea ice melt. For plants, melting ice means access to light for photosynthesis.  For animals and humans it means access to the food resources they depend on.  Scientists expect that changes in the timing and extent of sea ice cover in the Bering Sea may impact the whole ecosystem. Brine channels inside the sea ice provide a unique habitat for ice algae. When sea ice melts in the spring, this algae is released into the water below. In areas like the Bering Sea, where sea ice is not always present, the spring sea ice melt is an important annual event for the ecosystem. VIDEO: SEA ICE ALGAE THROUGH THE SEASONS This animation illustrates how sea ice algae in the Bering Sea varies through the seasons. (0:55) To help them describe different parts of the ocean from the top down, scientists divide it into zones based on types of habitats. In the Bering Sea, three habitat zones exist: the sympagic, the pelagic and the benthic. Dr. Gradinger and his team believe that, in the spring, plants and animals in the sympagic, pelagic and benthic zones are all impacted by sea ice.  What they want to better understand is exactly how these species are impacted, by learning how they fit together in the food web. Understanding what life is like in different areas of the Bering Sea ecosystem during the springtime helps Dr. Gradinger and his team begin to predict how the ecosystem might respond if Arctic sea ice coverage continues to recede.  The research team's curiosity with this previously understudied ecosystem led to the development of specific research questions and a project proposal that took them out on the ice!       WHO IS STUDYING SEA ICE?   POLAR (adj)- Describing the area of the Earth's surface around the North and South poles.   BRINE (n)- very salty water   PELAGIC (adj)- in the open ocean environment   BENTHIC (adj)- in the sea floor environment   SYMPAGIC (adj)- in the ice environment   PRIMARY CONSUMER (n)- an animal that feeds on plants; an herbivore   LARVAL STAGE (n)- a juvenile stage many animals go through before they grow into adults  

  animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Every step is an act of balance in a vast land full of ponds, rivers, and streams where more than half the landscape is water. There are no roads and your tent could be the highest point on the horizon. Trekking though the swampy tundra of the Yukon-Kuskokwim Delta (Y-K Delta), scientists are on the lookout for nests. Counting every species they encounter, one bird eludes them all: the Steller's eider. This mysterious bird is a rare sight for researchers across Alaska. Surprisingly, one of the best places to observe these birds in Alaska is at a facility that is located hundreds of miles from their natural habitat. Watch the video for a glimpse into the strange lengths that scientists are going to in order to learn as much as possible about the elusive Steller's eider. Can you guess what the researchers are doing - and why? VIDEO: Mystery on the Tundra Scientists are going out of their way to learn more about Steller's eiders. (1:34) Why are scientists going to such great extents to learn more about the Steller’s eider? The number of Steller's eiders in the wild are declining. While two breeding populations exist in northern Russia, the breeding population of Steller’s eiders in Alaska has all but vanished and is now classified as Threatened under the Endangered Species Act. No one knows why these birds started disappearing in the 1970's. Scientists have proposed a few possible explanations, such as lead poisoning from ingestion of spent lead shot; increased predation from gulls, foxes and ravens; and changes in the coastal environment. As temperatures warm and sea levels rise near the eiders' preferred habitats, will the few remaining pairs of birds continue to be successful nesting in Alaska? Concerned for the Alaskan population, scientists collected Steller’s eider eggs from Barrow, Alaska in an effort to prevent a complete disappearance of breeding eiders. With these eggs, the scientists have created a captive-breeding “reservoir” population. This breeding population resides at the Alaska SeaLife Center in Seward, Alaska, where researchers and aviculturists have the skills to keep the birds healthy while they learn more about this rare species. VIDEO: Introduction to the Research Project Dr. Tuula Hollmen describes the Steller's eider research project and its overall goals. (1:51) Video Transcript My name is Tuula Hollmen and I am a research professor at University of Alaska Fairbanks and a scientist at the SeaLife Center. I have been working with birds for, I think it is over 25 years now. The main goal of the eider research program is to help support the recovery of eiders in Alaska and the main focus of the program at the SeaLife Center facility right now is the captive breeding program. One of the main goals of having the eiders here is to help buffer the species against extinction. We are also collecting a lot of data throughout the year to help learn more about the basic biology and physiology of the species. The third big goal for that program is to develop captive breeding techniques for Steller’s eiders with the potential that those methods that we develop could be used in the future in a field program to help augment or reestablish a population by using reintroduction as a tool. The Steller’s eider is a unique arctic species. It is the only species in its genus, Polysticta. There is no other Polysticta species. So if we lose the Steller’s eider we lose not just a species but a genus. I think that everything that I have been learning about the species just makes me more convinced that they are a unique species. I think the world will be a different place if we lose this unique species that is not necessarily similar to any other species. Dr. Tuula Hollmen has been studying Steller's eiders at the Alaska SeaLife Center since 2001. Her project allows scientists to keep their eyes on eiders, to observe and learn about a bird rarely seen nesting in the wild.       CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!   AVICULTURE (n) - the raising and care of birds (especially wild birds) in captivity.   ENDANGERED SPECIES ACT (n) - signed on December 28, 1973, this act provides for the conservation of species that are endangered or threatened throughout all or a significant portion of their range, and the conservation of the ecosystems on which they depend.   ECOSYSTEM (n) - a system formed by the interaction of a community of organisms with their environment.   INGEST (v) - to take something into your body (such as food).   LEAD SHOT (n) - small pellets of lead that are shot from a shotgun; used for hunting birds and small game.   PHYSIOLOGY (n) - the way in which a living organism or bodily part functions.   RESERVOIR (n) - an extra supply of a resource to be used when needed.   SPECIES (n) - a group of animals or plants that are similar and can produce young.   THREATENED SPECIES (n) - any species that is likely to become an endangered species within the foreseeable future.   TUNDRA (n) - a flat or rolling treeless plain that is characteristic of arctic and subarctic regions; subsoil is permanently frozen and dominant vegetation consists of mosses, lichens, herbs, and dwarf shrubs.